Early Grade Reading Assessment (EGRA)

This brief discusses the Early Grade Reading Assessment (EGRA) data collected for Cluster 2 shows that Leb Acӧli, Lugbarati, and Runyoro-Rutooro schools receiving the SHRP intervention are continuing to make small but significant progress towards reading proficiency.

This brief looks at whether or not reading achievement increased as a result of the USAID/Uganda School Health and Reading Program interventions. Using the Early Grade Reading Assessment, data collected for 4 Cluster 1 languages local languages Lebacoli, Lugbarati, Lumasaba, and Runyoro-Rutoro) and English at baseline, beginning of P1 compared to data collected at the end of P1 show increases in foundational pre-reading and emergent reading skills, significantly higher than increases found in control schools.

This brief looks at whether or not reading achievement increased as a result of the USAID/Uganda School Health and Reading Program interventions. Using the Early Grade Reading Assessment, data collected for 4 Cluster 1 languages (Ateso, Leblango, Luganda and Runyankore-Rukiga) and English at the beginning of Primary 1 compared to end of Primary 3 show increases in fundamental reading skills, higher than increases found in control schools.

This brief presents data from the USAID-funded Uganda School Health and Reading Program (SHRP) on the Early Grade Reading Assessment from Cluster 1 Follow-up 2. The EGRA included 4,541 learners in program schools and 1,468 learners in control schools at the beginning of P1 in February, 2013 compared to 4,343 learners in program schools and 1,472 learners in control schools at the end of P2 in October, 2014.

This brief focuses on the P1 learners from the Uganda School Health and Reading Program (SHRP) and their changes in local language reading skills and abilities as well as their learning environment (classroom teaching) in the area of reading.

This brief discusses the results from the EGRA Baseline conducted in in February and March, 2013 in Uganda as part of the USAID-funded School Health and Reading Program (SHRP). Data were collected from 300 randomly selected government primary schools in 14 districts in Uganda. 7,463 P1 and 2,163 P31 learners were assessed in one of four local languages (Ateso, Leblango, Luganda and Runyankore/Rukiga) and English.

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). EGRA data were collected in five languages—Ateso, Leblango, Luganda, Runyankore/Rukiga, and Englishall learners were assessed in English and in one of the four local languages. For this baseline, 7,844 P1 and 2,163 P3 learners were assessed. In addition to this, 69 P1 reading lessons were observed and 289 teachers and 280 head teachers were interviewed about the support that they received or were able to provide in the area of reading.

The attached document is the assessor protocol in Lusoga used in an EGRA administered in Uganda in October 2015.

The attached document is the pupil stimulus in Lusoga used in an EGRA administered in Uganda in October 2015.

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. Children in Grade 2 in classique and curriculum schools were assessed in letter-sound identification, individual word and short story reading, and reading comprehension. Children in medersas were assessed in basic oral French vocabulary knowledge. One class was selected for classroom observation in each of the sampled schools in order to help better understand prevailing teaching practice in the sampled schools.