Resources

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...

Animated video developed by the Uganda Literacy Achievement and Retention Activity under RTI International describing the 5 Ts - Time, Teaching, Text, Tongue and Testing.

This presentation unpacks findings from a seven-country teacher professional development study, presented by Dr. Benjamin Piper and Jessica Mejia at CIES 2019.

There is an abundance of research about the costs of measuring the SDGs. Institutions with the mandate to measure the SDGs are busy estimating costs and making plans to improve both reporting and...

The USAID/Uganda School Health and Reading Program (SHRP) works through existing Ministry systems to provide reading instruction in 12 local languages and English to over 3,000 primary schools. A...

In this CIES 2019 presentation, Rachel Jordan presents how Tangerine Tutor is used to conduct and improve upon classroom observations in the USAID Uganda School Health and Reading Program.

The Tusome Early Grade Reading Activity is USAID’s flagship education program in Kenya. This CIES 2019 presentation shares the findings from research currently in progress to analyze Tusome’s 2017...