Resources

This brief looks at whether or not reading achievement increased as a result of the USAID/Uganda School Health and Reading Program interventions.

This brief presents data from the USAID-funded Uganda School Health and Reading Program (SHRP) on the Early Grade Reading Assessment from Cluster 1 Follow-up 2.

This brief focuses on the P1 learners from the Uganda School Health and Reading Program (SHRP) and their changes in local language reading skills and abilities as well as their learning environment (classroom teaching) in the area of reading.

This brief discusses the results from the EGRA Baseline conducted in in February and March, 2013 in Uganda as part of the USAID-funded School Health and Reading Program (SHRP). Data were collected from 300 randomly selected government primary schools in 14 districts in Uganda.

This baseline report discusses the results from an Early Grade Reading Assessment (EGRA) where data were collected from 300 randomly selected government primary schools in 15 districts in Uganda (11 program districts and 4 control districts).

This brief discusses the Nigeria Reading and Access Research Activity and the research on education access conducted through the various desk studies, surveys, and evaluations as part of the activity.

The attached document is the assessor protocol in Lusoga used in an EGRA administered in Uganda in October 2015.

The attached document is the pupil stimulus in Lusoga used in an EGRA administered in Uganda in October 2015.

This report shares the findings from a study of early grade reading skills and classroom practices in Mali which was conducted in three regions of Mali (Koulikoro, Sikasso and Ségou) in May 2015 at the end of the school year.

This report addresses the main research question: In Cohort 1 and Cohort 2 schools, were the pupils who participated in the United States Agency for International Development’s Liberia Teacher Training Program (LTTP) Phase II (LTTP II) reading and mathematics interventions now achieving better resul