Remediation -- providing additional support to help students catch up to and/or master the content being taught in class -- is needed by many students but is often challenging to implement. Time and financial resources are two of the largest barriers to providing quality remediation for students in most schools, and these barriers can render remediation models impossible to sustain in resource-limited contexts. One particular model of remediation -- Supported Peer-Assisted Remediation (SPAR) -- reduces these barriers by engaging learners as facilitators in remediation and putting the teacher in a supportive, monitoring role. SPAR is one approach to remediation that can supplement or replace other models of remediation. It is not the only model a program might consider, but it does offer advantages that other models do not. This guide introduces considerations programs should take into account when evaluating the benefits or designing a SPAR model. It offers decision trees, poses questions, and walks a program through deciding how a SPAR could benefit a program. If a SPAR model can be useful for your program, the T&L team at RTI International can help you design one specifically for your program.

To what extent did the Uganda School Health and Reading Program interventions1 improve early grade reading and the teaching of early grade reading in USAID/Uganda-supported primary schools over the course of the 2013 academic year? To answer this question, in October 2013, Early Grade Reading Assessment (EGRA) data were collected as a follow up to the February/March, 2013 Baseline data collection efforts. Basic oral reading skills were assessed in the local language (i.e., Ateso, Leblango, Luganda, or Runyankore- Synopsis of findings: • Emergent literacy skills (listening comprehension and segmenting words into syllables) have increased in both treatment and control schools. • The ability to identify letter sounds has increased • Oral reading fluency has increased among Luganda and Runyunkore Rukiga speaking learners but there was no significant difference between treatment and control. • Teachers are changing their behavior in the classroom: • Support to teachers to improve reading is increasing

This is Part 2 of a four-part comprehensive evaluation of the public textbook procurement system in Morocco. It documents the Ministry of Education's textbook procurement system processes and presents the results of a survey of supplemental early reading materials in Arabic available in the Moroccan market. It also offers recommendations on how to increase the use of supplemental reading materials in the classroom.