Contents1 Introduction: perceptually enhanced reading in the GlobalSouth 1Jessica Tsimprea Maluch and Helen AbadziPART I THEORETICAL UNDERPINNINGS2 Visual perceptual learning for reading automaticity 9Helen Abadzi3 Teaching the classroom language to children who do notspeak it 27Helen AbadziPART II CONTEXTUAL EXAMPLES4 Evidence-based good practices and continuing challenges:evidence from Ivory Coast and Benin 43Aigly Zafeirakou5 Perceptually enhanced learning in adult literacy in Afghanistan 61Lauryn Oates and Murwarid Ziayee6 Empowering senior learners in Nepal through perceptuallyenhanced methodology 81Sanju Thapa Magar, Munirah Eskander and Jessica Tsimprea Maluch7 Developing and implementing perceptually enhanced readingin Telugu 95Radhika Iyengar8 Evaluation of a foundational reading program in rural UpperEgypt: lessons and challenges 106Fatma Abdelkhalek, Ray Langsten and Helen Abadzi9 Learning to read in Malawi 125Radhika Iyengar10 Opportunities and challenges to implementing and scaling anArabic perceptually enhanced reading program: reflectionsfrom Ras Al Khaimah 136Jessica Tsimprea Maluch, Reham Zahran and Gehad Al Najjar11 Transforming early-grade reading in a diglossic setting:evidence from Morocco 152Abdellah Chekayri12 Conclusion 171Helen Abadzi.