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A B S T R A C T Evidence-based 'best practices' from high-resource contexts have motivated some early grade literacy programs in developing countries to hire private literacy specialists as coaches for teachers, rather than build coaching into the job description of existing system actors, such as school inspectors. This study poses the question, can education system actors with supervisory responsibilities for schools, who are not necessarily literacy specialists, become effective literacydoi:10.1016/j.ssaho.2020.100014 fatcat:2oknaw2tczaznnl6m2ky4tnwmu