English

This brief discusses Jordan's remedial pilot research program which was designed to assist teachers in improving the performance of those children who had fallen behind the general performance level of the rest of the class.

This brief discusses the results from the EGRAs conducted as of January 2016 in Uganda under the School Health and Reading Program (SHRP).

This brief discusses Cluster 3 schools where Early Grade Reading Assessment (EGRA) data were collected from 112 randomly selected program and control schools without the program in 9 districts in Uganda1 in October, 2015 from 1,504 program learners and 1,432 control learners at the end of P1 and the

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 control1 schools that will be used as a

This brief discusses the data collected for Cluster 3 schools using the Early Grade Reading Assessment (EGRA) from 112 randomly selected government primary schools in 9 program districts in Uganda.

This brief looks at whether or not reading achievement increased as a result of the USAID/Uganda School Health and Reading Program interventions.

This baseline report discusses the results from an Early Grade Reading Assessment (EGRA) where data were collected from 300 randomly selected government primary schools in 15 districts in Uganda (11 program districts and 4 control districts).

This brief discusses the Nigeria Reading and Access Research Activity and the research on education access conducted through the various desk studies, surveys, and evaluations as part of the activity.

This report shares the findings from a study of early grade reading skills and classroom practices in Mali which was conducted in three regions of Mali (Koulikoro, Sikasso and Ségou) in May 2015 at the end of the school year.

The first component of this EdData II research report (RTI Task 30) was a desk study of literacy instruction in primary schools in Honduras. The researchers reviewed curriculum materials and investigated the instructional practices and use of materials by teachers in primary schools.