Early Grade Reading Assessment (EGRA)

Assessments of student learning in the primary grades, such as the Early Grade Reading Assessment (EGRA), offer an opportunity to determine whether students are developing the fundamental skills upon which all other literacy skills build, and, if not, where efforts might be best directed. A closer e

This presentation discusses a desk study which was designed to advance knowledge of which countries have and have not conducted early grade reading assessments, while also providing information on where literacy issues remain critical and where improvement in underway.

Assessments of student learning in the primary grades, such as the Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA), offer an opportunity to determine whether children are developing the fundamental skills upon which all other literacy and mathematical skills build

This report 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 report discusses the impact and results of the pilot intervention that was implemented during the 2013-2014 school year across 43 schools reaching more than 400 teachers and approximately 12,000 students in Jordan.

A year after the first baseline EGRA was completed in four language regions, a follow-up survey was administered to samples of 30 to 40 teachers and 375 to 400 students per grade in the same regions (randomly sampled).

Following the study completed in 2013, measuring English, Filipino and Ilokano reading skills, this 2014 EGRA study is serves as a baseline for monitoring the government's Mother Tongue-Based Multilingual Education (MTB-MLE) program by conducting EGRA assessments in four mother-tongue languages—Cebu

The present report describes the results of two reading assessments that were carried out to measure performance of a representative national sample of children reading English and Filipino at the end of grade 3 (Objective 1, above) and a regional sample of children reading Ilokano in grade 1 (Objec