Over the past decade, RTI International has pursued the goal of quality, inclusive, differentiated early grade literacy instruction in nearly 30 early grade reading or early grade literacy programs in low- and middle-income (LMI) countries. Across our diverse portfolio, we have supported Ministries of Education (Ministries) in diverse contexts in their development and implementation of research-based early grade literacy programs and have learned important lessons based on our experience working with Ministries to design, develop, and implement early grade literacy programs. This paper describes the core elements that we have found to improve early grade literacy instruction and learner outcomes: the approach to teaching (Teach), the availability of quality, relevant learner materials (Text), the effective use of instructional time (Time), the use of formative assessment to guide instruction (Test), and provision of instruction in the most effective language (Tongue). This paper focuses on the acquisition of literacy in alphabetic and alphasyllabic languages in the early primary years (most typically, academic levels 1 through 3) and the kinds of exposures, instruction, and support learners need to become fully literate. These are the elements of a literacy program that can be taught, that should be present in teaching and learning materials and in teacher trainings, and that relate specifically to what happens in a classroom.

Management Systems International (MSI) led the Tusome baseline study using multiple data collection methods, including an early grade reading assessment (EGRA); surveys of pupils, teachers, head teachers, curriculum support officers (CSO) and households; and classroom observation. The EGRA assessment tool was developed during the baseline and includes eight subtasks in English and six subtasks in Kiswahili. The midline included developing additional data collection tools, revising the baseline surveys, recruiting and training supervisors and enumerators, administering the tool and surveys in the same sample schools as the baseline, ensuring quality control, establishing the reliability of the assessment tool and analyzing the data. For the midline, the evaluation team assessed pupils from the same 204 schools sampled for the baseline. Through discussions with USAID, MOE and RTI, the evaluation team created the sampling frameworks and set up the design for a national sample in 2015. Using a three-stage cluster sampling procedure from a sampling frame of 22,154 formal public schools and 1,000 non-formal (or Alternative Provision of Basic Education and Training – APBET) schools, the evaluation team drew a clustered, random sample, resulting in a target of 4,896 total pupils comprising 2,448 boys and 2,448 girls divided equally between Class 1 and Class 2. The evaluation team reached the following conclusions: • The Tusome approach is having a strong, positive influence on reading outcomes, with relationships between project implementation and reading outcomes. • Reading outcomes for Class 1 and 2 pupils greatly improved during the one-year period between the baseline and midline evaluations. While impressive gains have been made, continuing with the Tusome approach will be critical to sustaining or improving on those gains. The Tusome project has achieved a high level of national implementation of the activities at each level of the education system. Given that project activities such as CSO observations, in-service training and access to materials are associated with higher ORF scores, the high level of implementation across all schools appears to be a key part of its success. The effect sizes seen during the PRIMR pilot have been at least sustained, and in most cases strengthened, in the national scale-up of Tusome. • The evaluation methodology and implementation resulted in valid, reliable data for the midline evaluation, including the changes from baseline to midline.

In 2013–14, in response to the success of a reading and mathematics intervention, the Ministry of Education in Jordan developed and piloted a remedial program to provide differentiated (focused) support to the lowest performing children. Because the pedagogical approaches of the reading and mathematics activities were very similar, teachers were able to apply remedial activities in both subjects, and thus, children benefited in both reading and mathematics In Jordan, the remedial pilot activity included two teacher administered tools: (a) a “coarse-grain” screening tool used to identify children in need of remedial support and (b) a “fine-grain” diagnostic tool administered to each child identified by the coarse-grain tool as needing remedial support. To ensure efficacy—in particular, of the coarse grain tool’s ability to correctly identify students—the tools were piloted. In the pilot, the coarse-grain screening tool was administered to all students in the pilot classrooms. The students in the class were then ranked based on their performance on the coarse-grain tool. The fine-grain tool was then administered to every fourth or fifth student (depending on class size) on the list arranged in order of performance. Students who performed better on the coarse-grain tool were consistently identified as performing at a higher level by the fine-grain tool, and students who performed more poorly on the coarse-grain tool were determined to be performing at a lower level by the fine-grain tool. The attached resources are the Mathematics Diagnostic Assessment Tool and the Pupil Stimulus Sheets in Arabic used as part of the remedial pilot program.

In 2013–14, in response to the success of a reading and mathematics intervention, the Ministry of Education in Jordan developed and piloted a remedial program to provide differentiated (focused) support to the lowest performing children. Because the pedagogical approaches of the reading and mathematics activities were very similar, teachers were able to apply remedial activities in both subjects, and thus, children benefited in both reading and mathematics In Jordan, the remedial pilot activity included two teacher administered tools: (a) a “coarse-grain” screening tool used to identify children in need of remedial support and (b) a “fine-grain” diagnostic tool administered to each child identified by the coarse-grain tool as needing remedial support. To ensure efficacy—in particular, of the coarse grain tool’s ability to correctly identify students—the tools were piloted. In the pilot, the coarse-grain screening tool was administered to all students in the pilot classrooms. The students in the class were then ranked based on their performance on the coarse-grain tool. The fine-grain tool was then administered to every fourth or fifth student (depending on class size) on the list arranged in order of performance. Students who performed better on the coarse-grain tool were consistently identified as performing at a higher level by the fine-grain tool, and students who performed more poorly on the coarse-grain tool were determined to be performing at a lower level by the fine-grain tool. The attached resources are the Reading Diagnostic Assessment Tool and the Pupil Stimulus Sheets in Arabic used as part of the remedial pilot program.

In 2013–14, in response to the success of a reading and mathematics intervention, the Ministry of Education in Jordan developed and piloted a remedial program to provide differentiated (focused) support to the lowest performing children. Because the pedagogical approaches of the reading and mathematics activities were very similar, teachers were able to apply remedial activities in both subjects, and thus, children benefited in both reading and mathematics In Jordan, the remedial pilot activity included two teacher administered tools: (a) a “coarse-grain” screening tool used to identify children in need of remedial support and (b) a “fine-grain” diagnostic tool administered to each child identified by the coarse-grain tool as needing remedial support. To ensure efficacy—in particular, of the coarse grain tool’s ability to correctly identify students—the tools were piloted. In the pilot, the coarse-grain screening tool was administered to all students in the pilot classrooms. The students in the class were then ranked based on their performance on the coarse-grain tool. The fine-grain tool was then administered to every fourth or fifth student (depending on class size) on the list arranged in order of performance. Students who performed better on the coarse-grain tool were consistently identified as performing at a higher level by the fine-grain tool, and students who performed more poorly on the coarse-grain tool were determined to be performing at a lower level by the fine-grain tool. The attached resources are the Reading Teachers' Guide in Arabic used as part of the remedial pilot program.

In 2013–14, in response to the success of a reading and math intervention, the Ministry of Education in Jordan developed and piloted a remedial program to provide differentiated (focused) support to the lowest performing children. Because the pedagogical approaches of the reading and mathematics activities were very similar, teachers were able to apply remedial activities in both subjects, and thus, children benefited in both reading and mathematics. The attached document is the Mathematics Teachers' Guide in Arabic.

In 2013–14, in response to the success of a reading and mathematics intervention, the Ministry of Education in Jordan developed and piloted a remedial program to provide differentiated (focused) support to the lowest performing children. In Jordan, the remedial pilot activity included two teacher administered tools: (a) a “coarse-grain” screening tool used to identify children in need of remedial support and (b) a “fine-grain” diagnostic tool administered to each child identified by the coarse-grain tool as needing remedial support. To ensure efficacy—in particular, of the coarse grain tool’s ability to correctly identify students—the tools were piloted. In the pilot, the coarse-grain screening tool was administered to all students in the pilot classrooms. The students in the class were then ranked based on their performance on the coarse-grain tool. The fine-grain tool was then administered to every fourth or fifth student (depending on class size) on the list arranged in order of performance. Students who performed better on the coarse-grain tool were consistently identified as performing at a higher level by the fine-grain tool, and students who performed more poorly on the coarse-grain tool were determined to be performing at a lower level by the fine-grain tool. The attached resource is the mathematics teachers' guide in Arabic used as part of the remedial pilot program.

Big Books Type 3 (8Pg, 2Col). Ulto Umesh. These materials were originally developed by Room to Read. Under Creative Commons Attribution, Room to Read ceded copyright for these materials to the Government of Nepal. The Government of Nepal adapted these materials with the help of RTI International. These materials were delivered to Nepali school children in grades 1-3 in 6 districts in Nepal.

Big Books Type 3 (8Pg, 2Col). Sabai saman harayen. These materials were originally developed by Room to Read. Under Creative Commons Attribution, Room to Read ceded copyright for these materials to the Government of Nepal. The Government of Nepal adapted these materials with the help of RTI International. These materials were delivered to Nepali school children in grades 1-3 in 6 districts in Nepal.

Big Books Type 3 (8Pg, 2Col). Nurse Didii. These materials were originally developed by Room to Read. Under Creative Commons Attribution, Room to Read ceded copyright for these materials to the Government of Nepal. The Government of Nepal adapted these materials with the help of RTI International. These materials were delivered to Nepali school children in grades 1-3 in 6 districts in Nepal.