Cummiskey, C.

Prior Early Grade Reading Assessments (EGRA) have been used to set reading fluency benchmarks in Tanzania for USAID report and for the Government of Tanzania (GoT).

Presentation delivered at CIES.This study attempts to determine whether or not the complexity of the L1 should be a factor in interpreting reading achievement in multilingual contexts, as well as in planning early grade reading teaching and learning materials and curricula in settings with complex l

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 2013 and 2019.

This presentation describes results from the 2019 National EGRA study, comparing it to the same study that was done in 2013. It was presented at the International Mother Languages Conference and Festival, organized in the Philippines in 2021.

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 exposure to reading in the home.

This paper describes a 2016 pilot study undertaken in Uganda to document the real repetition rate in Primary 1 classes and to examine the relationship between repetition in Primary 1 and attendance in pre-primary education.

Workshop delivered at CIES 2017 (Atlanta). The workshop will begin with introducing participants to accessible online educational survey data from EGRA and EGMA. Participants will be introduced to two different early grade reading surveys and the data sets associated with them.

Presentation delivered at CIES 2017 (Atlanta). A systematic way to use baseline evaluation studies to help define and identify disadvantaged schools in an intervention program.

[Presentation delivered at CIES 2017]. Education system data has indicated a pattern of over-enrollment in the early grades in some low-income countries.