Briefs

The USAID/Uganda School Health and Reading Program is a large scale, systemic reform effort to increase reading and provide health information in primary schools.

The Asian Development Bank (ADB) funded an investigation of the effective use of information and communication technology (ICT) in rural areas of Nepal, Bangladesh, Mongolia, and Samoa.

A National Policy Dialogue Workshop was held on July 1, 2015, followed immediately by a Benchmark Setting Workshop July 2–3, to address the question: "What is an acceptable level of reading and mathematics achievement for Zambian pupils in the early grades of primary school?”

Ministry of Education officials, district education officers, and a cross section of stakeholders attended this workshop over two days to begin Liberia’s first ever effort to define standards for student performance in key areas of reading skill development in grades 1, 2 and 3.

The results of the 2013 national study on early grade reading and early grade mathematics provided the evidence base for developing benchmarks for reading and mathematics that are appropriate for the current Ghanaian context.

In spring 2013, USAID supported the MOE to conduct the first national baseline assessment of early grade reading skills. Findings of this national Grade 3 EGRA were presented to the MOE in June 2013 in a policy workshop.

The spread of the Early Grade Reading Assessment (EGRA) has yielded a wealth of country-specific evidence on students’ literacy skills.

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.

Social and behavior change communication (SBCC) represents the culmination of decades of research and practice in the public health field, where communication has been a critical element of efforts to encourage positive health behaviors. A basic tenet of SBCC is that information is necessary but sel

The GALA was designed to maximize the benefits of a group-administered instrument, while also taking advantage of lessons learned from the individually administered Early Grade Reading Assessment (EGRA).