USAID/Uganda Literacy Achievement and Retention Activity Early Grade Reading Assessment EGRA Brief 004

Research shows that mother tongue-based education in the early years improves reading and learning outcomes. Participating pupils begin learning to read in their local language in Primary 1. They also begin to learn oral English in Primary 1 and gradually read in English in Primary 2 and Primary 3. This prepares them for transition to learning in English in Primary 4.

USAID/Uganda Literacy Achievement and Retention Activity (LARA) Early Grade Reading Assessment EGRA Briefer 003

LARA is designed to improve outcomes for children through implementation of an early grade reading program and strengthened safe and supportive school environments.

USAID/Uganda Literacy Achievement and Retention Activity Early Grade Reading Assessment Results EGRA Brief 002

Has reading achievement increased as a result of the USAID/Uganda Literacy Achievement and Retention Activity interventions? Cluster 1 Monitoring Follow-Up 2 End of P2 and P3: Luganda, Runyakore-Rukiga and Runyoro-Rutooro

USAID/Uganda Literacy Achievement and Retention Activity Early Grade Reading Assessment Results EGRA Brief 001

Has reading achievement increased as a result of the USAID/Uganda Literacy Achievement and Retention Activity interventions? Early Grade Reading Assessment (EGRA) data collected for the three program languages as well as English at the beginning of Primary (P) 1 and Primary (P) 2 compared to follow up data at the end of P1 and P2 show increases in fundamental reading skills.

Literacy Achievement and Retention Activity Uganda School-Related Gender-Based Violence Longitudinal Study–Occasion 2

In 2018, the Literacy Achievement and Retention Activity embarked on a longitudinal study to better understand how the Journeys intervention positively shifts its intermediate results and the related retention and learning outcomes. This study was planned for and included in the project’s 2015 Activity Monitoring, Evaluation and Learning Plan. As a longitudinal study, at occasion 1, occasion 2, and all subsequent years, data is collected from the same pupils. Specifically, at occasion 1, pupils were in Primary (P) 2, at occasion 2, they were enrolled in P3, and at occasion 3, the pupils will be in P4. In this report we combine findings from occasion 2 analyses of the survey results with the qualitative findings. The presentation of quantitative findings focuses on the change scores, i.e., changes in student and staff survey responses from occasion 1 to occasion 2.

Learning to Read: The Power of the 5T's

Learning to read is a critical foundational skill in the early grades. The Government of Uganda in partnership with the Literacy Achievement and Retention Activity funded by the United States Agency for International Development (USAID) is working to improve early grade reading. This activity is implemented by RTI International, an independent, nonprofit research institute dedicated to improving the human condition.

The Intersection of School Climate, Social and Emotional Learning, and Emerging Reading: Longitudinal Study Baseline Report

The primary objective of the study is to evaluate the success of the Journeys intervention in improving school climate; shifting gender attitudes toward more gender equality; strengthening student’s SEL; and reducing the prevalence and extent that pupils experience bullying, corporal punishment, and sexual violence. A second objective of this study is to evaluate how progress on the intermediary variables of school climate, gender attitudes, and violence impacts improvements in attendance and reading outcomes.

Results of the Social and Behavior Change Communication Campaign in Uganda to Eliminate Corporal Punishment in Schools Briefer 002

Briefer describing the Results of the Social and Behavior Change Communication Campaign in Uganda to Eliminate Corporal Punishment in Schools.

Social and Behavior Change Communication to Reduce Primary Teachers' use of Corporal Punishment in School - Endline Report

The United States Agency for International Development (USAID)/Uganda-funded Literacy Achievement and Retention Activity designed an eight-week social and behavior change communication (SBCC) pilot to measure the efficacy of SBCC in reducing teachers’ use of corporal punishment in schools.

Tukomye Okutuntuza! Tekugunjula IPC Talking Points

Interpersonal Communication Personnel Talking Points created by USAID/Uganda's Literacy Achievement and Retention Activity (LARA) as part of their Social and Behavior Change Communication (SBCC) materials to reduce primary teachers' use of corporal punishment in school.

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