Resources

A reading book for grade students in Liberia.

The presentation summarizes a paper by Tim Slade and Luis Crouch on the measurement of learning inequality before and after a successful reading project. The paper concludes that at least for the...

The objective of this study was to provide insight into the relationships between the teachers’ and students’ language usage, the MTB-MLE policy implementation, and student reading outcomes,...

This study measured students’ reading ability and gathered basic demographic information from children and teachers. Some standard context information was also gathered from children about their...

Briefer: Final Early Grade Reading Assessment Results from the USAID/Uganda School Health and Reading Program. This briefer compares English and local language reading fluency and comprehension...

In Kenya, USAID supports the training of deaf education teachers like Martha Mwangu to improve learning outcomes of children with disabilities in grade 1, 2, and 3 through the Tusome Literacy...

This study looks at the impact of first language (L1, or “mother tongue”) complexity on reading achievement in the Philippines using Grade 3 Early Grade Reading Assessment (EGRA) data collected in...

This study explores the extent to which mother-tongue-based multilingual education (MTB-MLE), as implemented at scale in the Philippines, is having an impact on students’ reading and writing...

An overview of the results of a nationally-representative Early Grade Reading Study conducted in 2019 in the Philippines. The full report is available.

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...