Early Grades Reading in Uganda: Contextual Factors that Impact Reading Achievement

LARA’s Theory of Change places school climate in a central role for improved reading and retention.With aims to promote, a positive learning environment, eliminate violence in schools, and increase retention, the Journeys intervention is based on an awareness-based system change model. It engages teaching and non-teaching school staff, community members, and pupils in a variety of activities that promote reflection and discussion about the intersection between a caring and supportive learning environment, positive social and emotional growth and development, and learning outcomes. In 2018, the project embarked on a mixed methods study to evaluate the tenability of this hypothesis and the impact of Journeys in establishing positive and violence-free schools and improving retention and early grade reading (EGR) outcomes. In this study, project schools participated in both Journeys (see above) and also LARA’s EGR intervention.

The USAID/ Uganda Literacy Achievement and Retention Activity will implement an eight-week Social Behavior Change Communication (SBCC) pilot in Ssekanyonyi Coordinating Centre in Mityana district. The purpose of the SBCC pilot is to increase parental engagement in their children’s reading practice at home. USAID/ Uganda Literacy Achievement and Retention Activity contracted Development Links Consult (DLC) to undertake the baseline survey for the pilot with the purpose of establishing the pre-intervention status of the parents and teachers regarding early grade literacy attitudes, norms, perceptions of self-efficacy and behaviors.

What impact can a social and behavior change communication (SBCC) campaign have on parental engagement in their children’s reading practice at home? RTI International began exploring this question in 2014 by reviewing SBCC theory and how it could apply to the education sector. RTI implemented a proof-of concept study in Senegal in 2015, followed by a pilot study in Malawi in 2016 (Schmidt, 2014). Because the results were promising, the USAID/Uganda Literacy Achievement and Retention Activity chose to include SBCC in its implementation to encourage parents and guardians of early grade (Primary [P]1 to P4) learners in government-aided schools to read with their children at home. This document summarizes the results of the 2017 SBCC pilot evaluation in Uganda.

Story Cards - English

Story Cards - Luganda

"Read With Us!" Tusomere Wamu Forum Theatre Drama

"No School Today!" Tusomere Wamu Forum Theatre Drama

"We Need to Talk to our Children!" Tusomere Wamu Forum Theatre Drama

"Go Work!" Tusomere Wamu Forum Theatre Drama