Before the Covid-19 pandemic, 57 per cent of 10-year-olds in these regions could not read and understand a simple story, and this ‘learning poverty’ worsened afterwards to 70 per cent, according to some studies.
The new analysis highlighted that one-third of children are taught to read in a language they do not speak or understand well. It argued improved literacy required either switching basic education into the home language or spending much more time and intensive support to develop their skills.
It also called for a more systemic focus on the ability to identify and manipulate the individual sounds in the spoken language; understanding phonics, or the relationships between letters and sounds; and reading fluency, comprehension and writing.
Primary school enrolment in lower-income countries has risen sharply, notably during the 1990s, according to World Bank data.
The report did not cover higher-income countries, where literacy rates are much higher.