Early Literacy Development

Prior Early Grade Reading Assessments (EGRA) have been used to set reading fluency benchmarks in Tanzania for USAID report and for the Government of Tanzania (GoT).

Learning outcomes are low and instruction is poor in many low- and middle-income countries (LMICs). These shortcomings are particularly concerning given the substantial learning loss due to COVID-19 from which many systems are suffering.

Learning outcomes are low and instruction is poor in many low- and middle-income countries (LMICs).

The Learning at Scale study aimed to investigate factors contributing to successful improvements in learning outcomes at scale in eight of the most effective large-scale education programs in LMICs (see the map of programs on the last page of this brief).

A reading book for grade students in Liberia.

This publication covers topic such as reading and arts.

This report describes findings and lessons learned from an online teacher training course in the Philippines.

ACR–Philippines falls under All Children Reading–Asia, a broader program implemented by RTI International across multiple countries in the Asia Region. The activities directly contribute to USAID’s education goal to improve early grade reading (EGR) skills for 100 million children worldwide.

The Remote Learning Study was conducted during the 2020–2021 school year to investigate how mother-tongue-based multilingual education reading instruction proceeded in 20 schools around the country while classrooms were closed.

The Learning at Scale study was designed to identify existing early grade reading programs with demonstrated impact on basic skills at scale and to conduct in-depth investigations of these programs to determine what makes them successful.