What question did this study set out to answer?

This study aims to evaluate the effectiveness of a bilingual reading intervention in Ghana and assess how language discordance affects outcomes.

Language Discordance and its Moderating Effects on Early-Grade Bilingual Reading Intervention Outcomes in Ghana

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Randomized trial examines reading improvements in bilingual students, highlighting the role of language concordance.

This study aims to evaluate the effectiveness of a bilingual reading intervention in Ghana and assess how language discordance affects outcomes.
Conducted a randomized trial with 3,559 second- and third-grade students across 198 schools.
Implemented a bilingual reading intervention providing materials, training, and coaching.
Analyzed the moderating effects of student, teacher, and school languages on reading outcomes.
The intervention improved reading outcomes with effect sizes ranging from 0.09 to 0.43 standard deviations for Ghanaian languages and 0.12 to 0.37 for English.
Concordant student-teacher pairs had reading gains that were 0.17 to 0.42 standard deviations higher than discordant pairs.
Findings indicate that effective classroom instruction and language concordance can significantly enhance reading improvements.

Lee et al. (2026) studied this question.

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