The purpose of the Reading Materials Survey was to develop an approach to collecting information on the available supply of early grade reading (EGR) materials. The approach included the development of a questionnaire and a protocol for data collection. The survey results will serve primarily to inform the Global Reading Repository by providing a detailed description of the current supply of EGR materials in African languages. This document specifically summarizes the findings from Early Grade Reading Materials Survey conducted in Mozambique.

The purpose of the Reading Materials Survey was to develop an approach to collecting information on the available supply of early grade reading (EGR) materials. The approach included the development of a questionnaire and a protocol for data collection. The survey results will serve primarily to inform the Global Reading Repository by providing a detailed description of the current supply of EGR materials in African languages. This document specifically summarizes the findings from Early Grade Reading Materials Survey conducted in Mali.

The purpose of the Reading Materials Survey was to develop an approach to collecting information on the available supply of early grade reading (EGR) materials. The approach included the development of a questionnaire and a protocol for data collection. The survey results will serve primarily to inform the Global Reading Repository by providing a detailed description of the current supply of EGR materials in African languages. This document specifically summarizes the findings from Early Grade Reading Materials Survey conducted in Malawi.

The purpose of the Reading Materials Survey was to develop an approach to collecting information on the available supply of early grade reading (EGR) materials. The approach included the development of a questionnaire and a protocol for data collection. The survey results will serve primarily to inform the Global Reading Repository by providing a detailed description of the current supply of EGR materials in African languages. This document specifically summarizes the findings from Early Grade Reading Materials Survey conducted in Kenya.

The purpose of the Reading Materials Survey was to develop an approach to collecting information on the available supply of early grade reading (EGR) materials. The approach included the development of a questionnaire and a protocol for data collection. The survey results will serve primarily to inform the Global Reading Repository by providing a detailed description of the current supply of EGR materials in African languages. This document specifically summarizes the findings from Early Grade Reading Materials Survey conducted in Ethiopia.

The purpose of the Reading Materials Survey was to develop an approach to collecting information on the available supply of early grade reading (EGR) materials. The approach included the development of a questionnaire and a protocol for data collection. The survey results will serve primarily to inform the Global Reading Repository by providing a detailed description of the current supply of EGR materials in African languages. This document specifically summarizes the findings from Early Grade Reading Materials Survey conducted in the Democratic Republic of Congo.

The purpose of the Reading Materials Survey was to develop an approach to collecting information on the available supply of early grade reading (EGR) materials. The approach included the development of a questionnaire and a protocol for data collection. The survey results will serve primarily to inform the Global Reading Repository by providing a detailed description of the current supply of EGR materials in African languages in the following 11 countries in sub-Saharan Africa: the Democratic Republic of the Congo (DRC), Ethiopia, Kenya, Malawi, Mali, Mozambique, Nigeria, Senegal, Tanzania, Uganda, and Zambia.

In 2010, the United States Agency for International Development (USAID), in collaboration with the Malawi Ministry of Education, Science and Technology (MoEST), developed a project to improve primary education and implementation of the National Primary Curriculum. The Malawi Teacher Professional Development Support (MTPDS) project, as it is known, included five major results areas related to improving teaching policy, teacher performance, early grade literacy, primary teaching and learning materials, and monitoring and evaluation (M&E) systems. While many of the inputs designed to support these objectives took place on a national scale, a specific reading improvement program was designed and delivered in two districts in order to determine its effectiveness on a small scale. This report describes the impact of the intervention, evaluated based on a rigorous three-year randomized control trial (RCT) design.

The United States Agency for International Development (USAID) Malawi Teacher Professional Development Support (MTPDS) project is a three-year activity supporting the professional development of teachers in Malawi and implementation of the National Primary Curriculum (NPC) with the goal of improving early grade reading and performance of learners. This report presents the results from a nationally representative study of primary school learners’ early grade reading skills in the Chichewa language, undertaken near the beginning of the school year, in November 2012. It is the third in a series of national samples designed to identify overall skills and gaps in order to inform national-level policies and strategies and determine the influence of policies and projects to address reading over time.

EdData II, sponsored by the United States Agency for International Development (USAID), provided survey expertise to help national and local governments as well as the donor community assess education status in low income countries. The period of performance for EdData II Task Order 7, Learning Outcomes Research and Assessment-Related Projects, was October 2009–October 2013. Its purpose was to build on the measurement instruments developed and piloted under other EdData II task orders and to coordinate data, analysis, and reporting on learning outcomes with specific attention to early grade reading proficiency, early grade numeracy, and conditions of learning as indicated by school management effectiveness measures in a number of priority countries. This report summary gives a history of the effort in each country, including its purpose, various challenges encountered, and in-country reactions to the study findings.