Occasional Papers | 31 July 2017
What works in early grade literacy instruction
Over the past decade, RTI International has pursued the goal of quality, inclusive, differentiated early grade literacy instruction in nearly 30 early grade reading or early grade literacy programs in low- and middle-income (LMI) countries.
Presentations | 31 March 2017
Using EGRA data for differentiated instruction: Learning profiles and instructional needs in Uganda
Presentation delivered at CIES2017 (Atlanta).
Briefs | 23 February 2017
Complements to the Early Grade Reading Assessment: Spelling, Reading Comprehension, and Oral Language Subtasks
The EGRA has been a useful tool to understand students’ progress toward fluent reading. However, users are often left wanting additional information about reading comprehension, writing, and language.
Publications | 7 December 2016
“I failed, no matter how hard I tried”: A mixed-methods study of the role of achievement in primary school dropout in rural Kenya.
Article published in the International Journal of Education and Development, Volume 50. From Journal abstract: "Initial access to school is nearly universal in Kenya, but many children who enroll drop out before completing primary school.
Infographics | 30 November 2016
The Early Grade Reading Assessment: From Design to Dissemination
An infographic describing the key steps and timeline involved in conducting an Early Grade Reading Assessment (EGRA).
Publications | 24 October 2016
Improving Literacy Instruction in Kenya Through Teacher Professional Development and Text Messages Support: A Cluster Randomized Trial
Article published in Journal of Research on Educational Effectiveness.
Publications | 21 October 2016
Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya
Article published in the International Journal of Educational Development. Published abstract: "What should be considered when developing a literacy intervention that asks teachers to implement new instructional methods? How can this be achieved with minimal support within existing policy?
Publications | 21 October 2016
The early grade reading assessment (EGRA): Its theoretical foundation, purpose, and limitations
Article published in the International Journal of Educational Development. Volume 40, January 2015, Pages 315–322. Published abstract: The rise and widespread adoption of the early grade reading assessment (EGRA) has produced an ample supply of critics and converts.