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