This volume highlights the shortcomings concerning literacy development in Africa and collates the current available literature based on empirical research in various countries in a coherent manner. Further emphasized is how the current research can guide practical information to improve the literacy situation in Africa. The research studies will encompass various fields such as linguistics, neurosciences, and education and will provide future research directions and instructional recommendations to improve the literacy situation in Africa.

Autorentext

R. Malatesha Joshi is a Professor of Literacy Education and Educational Psychology at Texas A&M University, and the Editor of Reading and Writing, a high-impact journal and the monograph series Literacy Studies. Joshi is a Fellow of the International Academy for Research in Learning Disabilities and American Educational Research Association. Joshi has published extensively on literacy acquisition among monolinguals and bilinguals.Catherine McBride is Choh-Ming Li Professor Psychology at The Chinese University of Hong Kong. She is Past President of both the Society for the Scientific Study of Reading and current President of the Association of Reading and Writing in Asia (until March of 2021). McBride has authored two books on literacy development and impairment, respectively and specializes in global reading and writing.

Bestern Kaani received his Ph.D.from Texas A & M University, USA and currently is a lecturer of special education at the University of Zambia. His research interests are in cross-language research and teacher preparation and has published and presented in international conferences on these topics.

Gad Elbeheri is received his Ph.D. in Linguistics & English Language, from Durham University, UK and currently works as the Managing Director, Global Educational Consultants in Cairo, Egypt. Previously, he was the dean of the Australian College of Kuwait. He has published on the assessment and intervention in Arabic.