UNDERSTANDING WHAT WORKS IN ORAL READING ASSESSMENTS

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TABLE 3 Coefficient alpha results of the EGRA administered in Grade 2 by country and language of instrument County Subtasks Language n* Coefficient alpha Ghana · Letter sound fluency English 7,915 0.89 · Nonword fluency Akuapem 687 0.9 · Oral reading fluency Asante Twi 1,633 0.9 · Reading comprehension Dagaare 541 0.89 Dagbani 431 0.89 Dangme 447 0.92 Ewe 492 0.93 Fante 692 0.86 Ga 430 0.89 Gonja 423 0.93 Kasem 439 0.88 Nzema 442 0.89 Indonesia · Letter sound fluency Bahasa 4,812 0.89 · Phonemic awareness initial sound Indonesia · Nonword fluency · Oral reading fluency · Reading comprehension · Dictation Jordan · Letter sound fluency Arabic 1,447 0.9 · Syllable sound fluency · Nonword fluency · Oral reading fluency · Reading comprehension · Dictation Kenya · Letter sound fluency Kiswahili 2,112 0.91 · Syllable sound fluency · Nonword fluency · Oral reading fluency · Reading comprehension Liberia · Letter sound fluency English 1,249 0.87 · Familiar word fluency · Nonword fluency · Oral reading fluency · Reading comprehension Malawi · Letter sound fluency Chichewa 3,360 0.97 · Syllable sound fluency · Familiar word fluency · Nonword fluency · Oral reading fluency · Reading comprehension Nigeria · Letter sound fluency Hausa 1,271 0.89 · Nonword fluency · Oral reading fluency · Reading comprehension Philippines · Letter sound fluency Cebuano 415 0.93 · Familiar word fluency Ilokano 399 0.94 · Nonword fluency Hiligaynon 392 0.94 · Oral reading fluency Maguindanaoan 397 0.94 · Reading comprehension Tanzania · Syllable sound fluency Kiswahili 2,152 0.96 · Familiar word fluency · Nonword fluency · Oral reading fluency · Reading comprehension · Dictation word score · Dictation punctuation score · Dictation sentence word Score · Dictation sentence score Note: *n is recorded for the subtask with the lowest n (highest number of missing data). Source: Authors’ calculations from EGRA data sets. 47 ■ School-based Assessments: What and How to Assess Reading
4. WHAT INFORMATION DO PRACTITIONERS AND POLICYMAKERS NEED TO MAKE IMPROVEMENTS IN LEARNING? The EGRA is almost always accompanied by context questionnaires, classroom and school inventories, observation tools and other instruments that can help contextualise and inform the student assessment results. These instruments provide critical information on a child’s home language, human and physical resources in the school, availability of textbooks and reading materials. They serve to link the EGRA results to various components or characteristics of the education system. Table 4 is an overview of how the EGRA results have been used to inform the sector, drawing on the ‘5Ts’ (test, teach, tongue, text and time) framework put forth in Gove and Cvelich (2011). General impact evaluations (which may draw on multiple dimensions) using both the EGRA and other school-based assessments of early reading skills similar to the EGRA are included by country in Table 5. Many of these impact evaluations have been published through the websites of nongovernmental organizations (NGOs) or international donors while a few have made it into the peer- © Dana Schmidt/The William and Flora Hewlett Foundation TABLE 4 Summary review of literature using EGRA results, by topic Education System Dimension Assessments Test: Use of assessment for system-level improvement, global monitoring or classroom-based assessment. Crouch and Gove (2011) Davidson, Korda and Collins (2011) Dubeck and Gove (2015)* Gove et al. (2013)* Gove et al. (2015) Jiménez et al. (2014)* Wagner et al. (2012)* Teach: Instructional practices, coaching Nielsen (2013) Piper and Zuilkowski (2015)* Tongue: Language-of-instruction policies and language use within the classroom. Text: Availability of materials, use of student and teacher materials. Time: Time on task, instructional time. Adelman et al. (2015) Moore et al. (2011)* Moore et al. (2012)* Piper (2010) Piper and Miksic (2011) Piper et al. (2015a)* Trudell et al. (2012) Trudell and Piper (2014)* Ministry of Basic and Secondary Education, Republic of The Gambia (2009) RTI International (2015) Note: *Denotes peer-reviewed articles or book. 48 ■ School-based Assessments: What and How to Assess Reading
Page 1 and 2: UNDERSTANDING WHAT WORKS IN ORAL RE
Page 3 and 4: UNESCO The constitution of the Unit
Page 5 and 6: Ministry of Education, Guatemala Mi
Page 7 and 8: Chapter 3. Translating Reading Asse
Page 9 and 10: Foreword With the new Sustainable D
Page 11 and 12: Abbreviations ACER AERA AET AMCHAM
Page 13 and 14: NER NGO NL NRP OECD ORF OSP PAL PAL
Page 15 and 16: Introduction With the Sustainable D
Page 17 and 18: Education 2030 and data on learning
Page 19 and 20: Overview of oral reading assessment
Page 21 and 22: assessments include the Initial Gra
Page 23 and 24: Home Literacy Environment Data Faci
Page 25 and 26: economic status, gender, repetition
Page 27 and 28: can illuminate challenges that migh
Page 29 and 30: 8. CONCLUSION Flora and Jolly atten
Page 31 and 32: Teacher Quality as a Mediator of St
Page 33 and 34: Figure 1. Theory of change to produ
Page 35 and 36: Figure 2. SCOPE-LITERACY dimensions
Page 37 and 38: instruction” items of the SCOPE-L
Page 39 and 40: 5. IMPLICATIONS FOR BUILDING PROFES
Page 41 and 42: Hattie, J. (2009). Visible learning
Page 43 and 44: skills and language skills to readi
Page 45 and 46: TABLE 1 Description of EGRA subtask
Page 47: TABLE 2 Summary of concurrent valid
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Page 53 and 54: Education Development Center, Inc.
Page 55 and 56: Muter, V., Hulme, C., Snowling, M.J
Page 57 and 58: RTI International and International
Page 59 and 60: What and How to Assess Reading Usin
Page 61 and 62: Figure 1. Example of the Uwezo oral
Page 63 and 64: Figure 3. Template for recording ch
Page 65 and 66: the assessment villages and trained
Page 67 and 68: Evaluating Early Learning from Age
Page 69 and 70: critical that they provide opportun
Page 71 and 72: © Lauren Pisani/Save the Children
Page 73 and 74: However, the reverse may not necess
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Page 77 and 78: comprehension can be difficult and
Page 79 and 80: Figure 8. Average number of letters
Page 81 and 82: Lonigan, C. J., Schatschneider, C.
Page 83 and 84: in Kajiado County could read at Gra
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Page 87 and 88: TABLE 3 Maa EGRA subtasks Subtask D
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Page 91 and 92: 6. FUTURE SUGGESTIONS © Dana Schmi
Page 93 and 94: Learning-by-Doing: The Early Litera
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Figure 3. ELNIL pupils’ performan
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Figure 6. Pupil performance on syll
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oth the EGRA and ELINL groups, ther
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In introducing NL programmes, there
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Using Literacy Boost to Inform a Gl
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© ASER Pakistan This type of compr
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three elements in the commonly acce
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Important to consider within the sc
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Figure 2. Readers with comprehensio
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with the awareness that although th
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A Longitudinal Study of Literacy De
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TABLE 2 LLANS data gathering schedu
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4.1 What were the findings of the s
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trajectory can be. This child began
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Assessing Young Children: Problems
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On the basis of research such as th
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content. This approach not only add
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Demetriou, A., Spanoudis, G. and Sh
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© Dana Schmidt/The William and Flo
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Key methodological considerations i
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2. BENEFITS OF ASSESSING CHILDREN A
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(see example in Box 2). Collecting
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Box 4: Excerpts from key informant
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TABLE 2 Possible solutions to commo
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REFERENCES Aslam, M. (2014). Citize
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THE EARLY GRADE READING ASSESSMENT:
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field of education can make for rel
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crucial to help assessors gain conf
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the school matches that of the asse
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pupil stimulus book). If tablet dev
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autonomous region of Puntland in th
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can remain high in Mogadishu even f
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The EGRA version used had been deve
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Within the same grades, scores at t
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ut that the majority of children in
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States, there were unavoidable dela
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Administering an EGRA in a Post- an
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TABLE 1 EGRA subtasks and correspon
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unwilling to interact with assessor
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to measure an individual child’s
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are shared with families, communiti
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assessment strategy is to go beyond
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The Jàngandoo Barometer is an arti
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such as the remediation guide, have
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years, policy and practice in India
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to building awareness, improving ac
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If a state decides to conduct the a
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process is crucial. At the same tim
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iv) Monitoring Monitoring refers to
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time-bound pace by the citizens of
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Is Simple, Quick and Cost-Effective
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used assessment of reading that has
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correlated with the RI Literacy ass
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assessment of literacy in the tradi
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South and South-East Asian Psycholi
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evidence obtained from their studen
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TABLE 1 Definition of the assessmen
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students who participated in this p
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correspond to the 20% of students w
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Spanish speakers. The training sess
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mm mm mm mm Despite the fact that i
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These multigrade schools are mainly
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2. The teacher must have taught an
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© Margarita Montealegre, Nicaragua
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The IPADE also created a baseline w
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mm mm mm mm mm mm mm mm Reading dif
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TABLE 1 Comparative results collect
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IEEPP (2012). Niños, niñas y adol
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Yemen has a rich history of learnin
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The Yemen Early Grade Reading Appro
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Figure 1. Total correct responses o
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1. Have student reading-related ski
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(68% versus 36%). Note that tests o
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tests. In some cases, parents are b
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difficulties teachers were having w
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Saiegh-Haddad, E. (2003). “Biling
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among them), other groups have only
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© María José del Valle Catalán,
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PAMI and LEE tests, specialised per
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mm mm mm mm Xje’lb’il u’jin k
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Dirección General de Evaluación e
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(ITA) that implements the Annual St
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TABLE 1 2014 citizen-led assessment
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Box 1. Sustainable Development Goal
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Box 2. Case study 1: The Right to E
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a 60-day participatory learning cam
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einforce action at the agenda setti
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Measuring inter-rater reliability i
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THE EARLY GRADE READING ASSESSMENT:
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Further, good planning for the firs
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language profile is just beginning.
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RECOMMENDATION 3: Emphasise the rel
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TABLE 1 Possible solutions to commo
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mm For example, if factors, such as
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RECOMMENDATION 6: Use the data to r
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students and has helped teachers ad
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304 ■ Understanding What Works in
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REFERENCES The primary references f
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UNESCO Institute for Statistics Cat
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Consonant letters and sounds. All l
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Morphology. The study of the struct
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Quality education and learning for
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UNDERSTANDING WHAT WORKS IN ORAL READING ASSESSMENTS

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