USAID/Uganda School Health and Reading Program Cluster 1 Follow up 1: Ateso, Leblango, Luganda and Runyankore/Rukiga

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

Strengthening the Textbook Production Chain in Morocco: Study Conclusions and Recommendations Appendix A: Analysis of Textbook Procurement Chain and Market for Supplemental Reading Materials (research conducted in 2015)

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.