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, especially in areas with linguistically heterogeneous populations. It sought to examine how language usage in the classroom conforms to or diverges from the MTB-MLE policy after six years of implementation, which factors are associated with higher policy implementation, and how language usage by teachers and students relates to student learning outcomes.

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 Agency for International Development (USAID) is working to improve early grade reading. This activity is implemented by RTI International, an independent, nonprofit research institute dedicated to improving the human condition.

La Agencia de los Estados Unidos para el Desarrollo Internacional (USAID) decidió financiar este estudio para proporcionar información actual al Ministerio de Educación (MINED) y al Gobierno El Salvador sobre el desempeño en lectura de los estudiantes de segundo y tercer grado a nivel nacional y, específicamente, en las escuelas ubicadas en los municipios del Plan El Salvador Seguro (PESS). PESS es un plan nacional para ayudar a 50 municipios cuyos índices de violencia y delincuencia son altos. La vinculación entre educación (tanto matricula como aprendizaje) y la violencia es una de las razones clave por la cual tanto el MINED como USAID quieren obtener más información sobre el estado de las habilidades lectoras en los grados iniciales. El MINED destacó su compromiso en mejorar la lectura cuando se inauguró el año escolar 2018 con una promesa de terminar con el analfabetismo. Para entender el desempeño en lectura de los grados iniciales, USAID solicitó a RTI que efectuara el presente estudio utilizando la Evaluación de Lectura Inicial (EGRA, por sus siglas en ingles), un instrumento adaptado y validado en más que 70 países. EGRA mide las habilidades básicas para poder leer con fluidez y con comprensión, que es el objetivo final de la lectura.

To measure the impact of SHRP on reading achievement, EGRA data were collected at the beginning of Primary 1 (P1) and then at the end of every school year through Primary 3, 4 or 5 depending on when the local language entered the program. Though there was little difference in local language cwpm at the end of P1, differences started to emerge at the end of P2 and by the end of P3, significant positive differences were found in 10 of the 12 languages.

Has reading achievement increased as a result of the USAID/Uganda School Health and Reading Program? Early Grade Reading Assessment (EGRA) data collected for Cluster 2 at the end of P3 suggests improved progress towards reading proficiency in all 4 program languages. In all C2 languages, more learners in program schools are reading more words than learners in control schools in both English and Local Language.

Has reading achievement increased as a result of the USAID/Uganda School Health and Reading Program? Is classroom teacher behavior improving based on program interventions? Early Grade Reading Assessment (EGRA) data collected for Cluster 2 shows that Leb Acӧli, Lugbarati, and Runyoro-Rutooro schools receiving the SHRP intervention are continuing to make small but significant progress towards reading proficiency. • All 4 Cluster 2 languages started out with very low levels of reading readiness at the beginning of P1. At the end of P2, Leb Acӧli and Runyoro-Rutooro schools receiving program interventions are performing significantly better than control schools in local language reading fluency, local language reading comprehension and in English reading fluency, with a medium to large effect size. • Teachers in program classrooms are teaching more from lesson plans that employ early grades reading methodology. Learners in program classrooms are more likely to read from printed material. • While teachers are receiving some classroom support from head teachers, follow up support by CCTs is insufficient • In general, there were no differences in reading scores for boys and girls, but they are noted in the report when they do occur.

Have fundamental reading skills increased as a result of the USAID/Uganda School Health and Reading Program interventions? Early Grade Reading Assessment (EGRA) data collected for 4 Cluster 2 languages (local languages Lebacoli, Lugbarati, Lumasaba, and Runyoro-Rutoro) and English at baseline, beginning of P1 compared to data collected at the end of P1 show increases in foundational pre-reading and emergent reading skills, significantly higher than increases found in control schools. That being said, the overall reading gains and scores are still lower than the ideal. Program learners performed better than control learners in virtually all reading skills assessed, most significantly in emergent literacy and pre-reading skills.

This report summarizes the findings from a baseline assessment that was conducted in February and March, 2014 to determine the current status of reading achievement in the “Cluster 2” schools in which the Program will be working, as well as achievement in control1 schools that will be used as a basis for comparison in assessing the effectiveness of the interventions. The baseline assessment sets out to answer the following questions in an attempt to lay the foundation for and support a national literacy policy and subsequent reading program in primary schools nationwide. • What is the level of reading achievement among P1 and P32 learners in the local language and in English in Ugandan primary schools? • What is currently happening in P1 reading lessons? • How are teachers and schools supported to teach reading? • What should be the focus of future MoES and stakeholder support for reading?

This report summarizes the findings from a baseline assessment that was conducted in February and March, 2015 to determine the current status of reading achievement in the “Cluster 3” schools in which the Program is currently working, as well as achievement in control 1 schools that will be used as a basis for comparison in assessing the effectiveness of the interventions going forward. The baseline assessment sets out to answer the following questions in an attempt to lay the foundation for and support a national literacy policy and subsequent reading program in primary schools nationwide. -- What is the level of reading achievement among P1 and P32 learners in the local language and in English in Ugandan primary schools? -- What is currently happening in P1 reading lessons? -- How are teachers and schools supported to teach reading? -- What should be the focus of future MoESTS and stakeholder support for reading?

Has reading achievement increased as a result of the USAID/Uganda School Health and Reading Program interventions? Early Grade Reading Assessment data collected for four Cluster 1 languages (Ateso, Leblango, Luganda and Runyankore-Rukiga) and English at the beginning of Primary 1 compared to end of Primary 4 show increases in fundamental reading skills, higher than increases found in control schools. No systematic differences were found between girls and boys. By the end of P4, learners in Program Schools are reading more words than learners in control schools and are closer to becoming fluent readers in both Local Language and English.