Early Grade Reading Assessment (EGRA)

This study explores the extent to which mother-tongue-based multilingual education (MTB-MLE), as implemented at scale in the Philippines, is having an impact on students’ reading and writing skills in English and Filipino at the end of Grade 3.

The Early Grade Reading Assessment (EGRA) is a diagnostic instrument designed to quickly assess foundational skills for literacy acquisition of pupils in Early Grades of primary school.

For use during the USAID/LARA National Stakeholders Conference (July 17-19, 2018). In December 2018, LARA and SHRP together with GPE and Build Africa supported MoES BE department to plan and conduct a one day top management seminar for MoES leaders to envision the future of EGR.

For use with the Uganda LARA Reading Symposium event. The National Literacy Symposium targeted a range of policy makers at the national and district levels who are key to the planning and execution of Government’s basic education programs.

Research shows that mother tongue-based education in the early years improves reading and learning outcomes. Participating pupils begin learning to read in their local language in Primary 1. They also begin to learn oral English in Primary 1 and gradually read in English in Primary 2 and Primary 3.

LARA is designed to improve outcomes for children through implementation of an early grade reading program and strengthened safe and supportive school environments.

Has reading achievement increased as a result of the USAID/Uganda Literacy Achievement and Retention Activity interventions? Cluster 1 Monitoring Follow-Up 2 End of P2 and P3: Luganda, Runyakore-Rukiga and Runyoro-Rutooro

Has reading achievement increased as a result of the USAID/Uganda Literacy Achievement and Retention Activity interventions?

This report presents the findings of the Jordan Early Grade Reading and Mathematics Initiative (RAMP) endline survey conducted at the end of the 2018–2019 school year (in May 2019).

This study measured students’ reading ability and gathered basic demographic information from children and teachers. Some standard context information was also gathered from children about their exposure to reading in the home.