Presentations | 28 April 2021
Language Complexity in the Philippines [CIES Presentation]
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
Reports | 18 March 2021
Reading achievement in the Philippines: The role of language complexity
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.
Briefs | 24 February 2020
USAID Uganda School Health and Reading Program EGRA results Cluster 1 End of Primary 5, Cluster 2 End of Primary 4, Cluster 3 End of Primary 3
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.
Briefs | 24 February 2020
USAID/Uganda School Health and Reading Program Cluster 2 Follow up 1, End or Primary 1: Lebacoli, Lugbarati, Lumasaba, and Runyoro-Rutoro and English
Have fundamental reading skills increased as a result of the USAID/Uganda School Health and Reading Program interventions?
Briefs | 24 February 2020
USAID/Uganda School Health and Reading Program Cluster 2 Baseline: Lebacoli, Lugbarati, Lumasaba, and Runyoro-Rutoro and English
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 basi
Briefs | 24 February 2020
USAID/Uganda School Health and Reading Program Cluster 1 Follow up 4, End or Primary 4: Ateso, Leblango, Luganda, Runyankore/Rukiga and English
Has reading achievement increased as a result of the USAID/Uganda School Health and Reading Program interventions?
Briefs | 24 February 2020
USAID/Uganda School Health and Reading Program Cluster 2 Follow up 2 End of Primary 2: Ateso, Leblango, Luganda, Runyankore/Rukiga and English
Has reading achievement increased as a result of the USAID/Uganda School Health and Reading Program interventions?
Briefs | 24 February 2020
USAID/Uganda School Health and Reading Program Cluster 1 Follow up 1: Ateso, Leblango, Luganda and Runyankore/Rukiga
To what extent did the Uganda School Health and Reading Program interventions1 improve early grade reading and the teaching of early grade reading in USAID/Uganda-supported primary schools over the course of the 2013 academic year?
Briefs | 24 February 2020
USAID/Uganda School Health and Reading Program Cluster 1 Baseline: Ateso, Luganda, Leblango, Runyunkore-Rukiga
This report summarizes the findings from a baseline assessment that was conducted in February and March, 2013 to determine the current status of reading achievement in the schools in which the School Health and Reading Program will be working, as well as achievement in “control” schools that will be
Briefs | 17 February 2020
USAID Uganda School Health and Reading Program, Systemic, Sustained Reading Achievement
Briefer: Final Early Grade Reading Assessment Results from the USAID/Uganda School Health and Reading Program.