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The research involved a review of the existing literature on the contextual factors affecting reading outcomes and analysis of existing LARA and SHRP datasets. The analyses included demographic factors, such as socioeconomic status, but the focus was mainly on predictors of learning outcomes that could be potentially incorporated into future education programming.

Early Grades Reading in Uganda: Contextual Factors that Impact Reading Achievement

The USAID/ Uganda Literacy Achievement and Retention Activity will implement an eight-week Social Behavior Change Communication (SBCC) pilot in Ssekanyonyi Coordinating Centre in Mityana district. The purpose of the SBCC pilot is to increase parental engagement in their children’s reading practice at home. USAID/ Uganda Literacy Achievement and Retention Activity contracted Development Links Consult (DLC) to undertake the baseline survey for the pilot with the purpose of establishing the pre-intervention status of the parents and teachers regarding early grade literacy attitudes, norms, perceptions of self-efficacy and behaviors.

What impact can a social and behavior change communication (SBCC) campaign have on parental engagement in their children’s reading practice at home? RTI International began exploring this question in 2014 by reviewing SBCC theory and how it could apply to the education sector. RTI implemented a proof-of concept study in Senegal in 2015, followed by a pilot study in Malawi in 2016 (Schmidt, 2014). Because the results were promising, the USAID/Uganda Literacy Achievement and Retention Activity chose to include SBCC in its implementation to encourage parents and guardians of early grade (Primary [P]1 to P4) learners in government-aided schools to read with their children at home. This document summarizes the results of the 2017 SBCC pilot evaluation in Uganda.