Social and Behavior Change Communication to Increase Parental Engagement in Children's Reading Practice

The USAID/Uganda Literacy Achievement and Retention Activity (LARA) undertook an assessment of an eight-week social and behavior change communication (SBCC) pilot campaign in the Ssekanyonyi Coordinating Center, Mityana district. The purpose of the communication campaign was to improve parent’s engagement in their children’s reading practice at home. To evaluate the campaign’s impact, DLC Consult collected data for the baseline survey in June 2017 and for the endline survey in August 2017. The survey team interviewed 906 parents at baseline and 936 parents at endline.

Survey of Student Experiences of School-related Gender-based Violence (SRGBV)

Survey of Student Experiences of School-related Gender-based Violence (SRGBV); developed by RTI under the Uganda LARA project in May 16 2018

Survey of Student Perceptions of School Climate

Survey of Student Perceptions of School Climate; developed by RTI under the Uganda LARA project in May 16 2018

Survey of Student Social and Emotional Competencies and Agency

Survey of Student Social and Emotional Competencies and Agency; developed by RTI under the Uganda LARA project in May 2018

Survey of Gender Attitudes

Survey of Gender Attitudes May 16 2018; developed by RTI under the Uganda LARA project

One-page Brief on Rapid Automatic Naming (RAN) and Phonological Awareness

In Malawi, a context where many students do not learn to read, we wanted a way to distinguish those who might struggle with reading acquisition regardless of instruction. Specifically, we wanted to know if students with deficits in both rapid automatic naming (RAN) and phonological awareness in Chichewa experience more difficulty with reading growth than students with single or no deficits. Prior to our study, the double deficit had been shown in opaque and transparent orthographies but had yet to be explored in Chichewa or other Bantu languages.

One-page Brief on Audio Computer-Assisted Self Interviewing

For many children in low-income countries, schools are danger zones and places to be feared. Policy makers, funders and implementers lack accurate information regarding the prevalence of school-related genderbased violence (SRGBV) and the way it manifests in the lives of children. RTI funded a study in March 2018 in Uganda that tested a new model of SRGBV data collection—the ACASI method—that shows promise in generating more accurate data.

One Page Brief on Executive Functioning (EF) Touch

EF Touch is a tablet-administered assessment designed to measure children’s three key executive function skills: working memory, inhibitory control, and cognitive flexibility. These functions are important for organizing information, planning, solving problems, sustaining attention, and coordinating action and thoughts in support of goal-directed behaviors. Consequently, these functions are integral to children’s ability to learn how to learn. Most of what we know about executive functions has been gathered from studies in high-income countries. However, EF Touch is now being adapted and tested with young children living in LMICs, including Kenya and Liberia.

One-page Brief on Social and Emotional Learning Assessment Tools

Students’ experiences of school life play an important role in their ability to benefit from their education. When children feel safe and welcome at school, are encouraged in the classroom and have the confidence to seek assistance when challenged socially or academically, they will be in a good position to reach their potential. Unfortunately, many schools around the world are not positive or encouraging. Bullying, corporal punishment, sexual harassment and assault are the norm. Until recently, the measurement tools to assess many of the non-cognitive factors that mediate learning have not existed for the international education context. Since 2014, RTI has been working to fill these gaps and has developed valid and reliable instruments for measuring school climate and culture, gender norms, social and emotional learning competencies and school related gender-based violence (SRGBV) in low- and middle-income countries.

One Page Brief on Braille and Sign Language Assessment

Quality inclusive education for children with disabilities is now a requirement in development work. However, many governments struggle not only with how to strengthen and adapt instruction to meet the needs of children with disabilities, but also in assessing what those needs are. This is particularly true for children who are blind or have profoundly low vision and those who are deaf or profoundly hard of hearing. Under USAID funding, and drawing upon ground-breaking work conducted by USAID, Perkins International, and School to School, RTI has developed early braille and sign language assessments and used them to establish a national baseline of proficiency in these languages in Kenya.

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