UNDERSTANDING WHAT WORKS IN ORAL READING ASSESSMENTS

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TABLE 5 Impact evaluations using the EGRA and similar school-based oral reading assessments, by country (endline results only) Country Programme Citation Afghanistan Literacy Boost Azami and Para (2014) Bangladesh Literacy Boost Guajardo et al. (2013); Jonason et al. (2014) Burundi Literacy Boost Rosenkrantz et al. (2014) Democratic Republic of Congo Healing Classrooms Aber et al. (under review) Egypt Girls’ Improved Learning Outcomes (GILO) RTI International (2014) El Salvador Literacy Boost Pisani and Alvarado (2014) Ethiopia Literacy Boost Friedlander et al. (2012); Gebreanenia et al. (2014); Jonason & Solomon (2014) Haiti Literacy Boost Tout Timoun Ap Li (ToTAL) Save the Children (2013); RTI International (2015) Indonesia Literacy Boost Brown (2013); Pisani et al. (2014) Kenya Primary Math and Reading (PRIMR) Initiative Piper et al. (2014)*; Piper et al. (2015b)* Liberia Malawi Mali EGRA Plus EGRA Plus Liberia Teacher Training Program 2 (LTTP2) Literacy Boost Malawi Teacher Professional Development Support (MTPDS) Malawi Teacher Professional Development Support (MTPDS)- Reading Intervention Programme Harmonisé d’Appui au Renforcement de l’Education (PHARE) Institute pour l’Education Populaire (IEP) Davidson and Hobbs (2013)* Piper and Korda (2010) King et al. (2015) Dowd and Mabeti (2011); Save the Children (2013, 2014); Pouezevara et al. (2013); Pouezevara et al. (2013) Ralaingita and Wetterberg (2011)*; Spratt (2014) Mozambique Literacy Boost Mungoi et al. (2011) Nepal Literacy Boost Karki and Dowd (2013); Pinto (2010); Pakistan Literacy Boost Mithani et al. (2011); Moulvi and Pava (2014) Philippines Literacy Boost Basa Pilipinas Badiable et al. (2013); Dunlop (2015) Education Development Center (2015a) Rwanda Literacy, Learning and Leadership (L3) Education Development Center (2015b) Senegal Harnessing Youth Volunteers as Literacy Leaders (HYVALL) Education Development Center (2014) South Africa District Development Support Program (DDSP) Ralaingita and Wetterberg (2011)* Sri Lanka Literacy Boost Wickramsekara et al. (2014) Zimbabwe Literacy Boost Pisani and Chinyama (2013) Note: *Denotes peer-reviewed articles or book chapters. reviewed literature (those marked with an asterisk). There is growing awareness on the part of the education community, however, of the need to publish results—in particular, impact evaluation results—in the peer-reviewed literature. 5. CONCLUSIONS The development and adaptation of reliable and valid approaches to understanding early reading skills is a complex process but one that is informed by a considerable body of research—both in high-income contexts and increasingly, in low- and middle-income countries. This article has provided an overview of what is assessed and how the survey generates results that are valid and reliable. The EGRA relies on a proven set of subtasks for understanding key foundational skills in reading drawn from across student assessment approaches. Development and adaptation of the instrument to each new context requires careful adherence to the guidance and recommendations. When adapted correctly and applied using proper survey techniques, the EGRA and its results are reliable and valid depictions of student skills. 49 ■ School-based Assessments: What and How to Assess Reading
APPENDIX 1 Research supporting the EGRA approach and subtasks Foundational skill Phonological awareness Alphabetic principle and alphabet knowledge Vocabulary and oral language Fluency Comprehension Measured by EGRA subtask(s): Initial sound identification; initial sound discrimination Optional: phoneme (or syllable) segmentation Letter identification (either by letter names or letter sounds); nonword reading; familiar word reading; dictation Optional: syllable identification None directly but indirectly measured by listening comprehension Optional: vocabulary (untimed) Oral reading fluency with comprehension Timed and scored for speed and accuracy: letter name identification, letter sound identification, nonword reading, and familiar word reading Reading comprehension Optional: maze; cloze Supporting research—direct excerpt from the EGRA Toolkit, 2nd edition (RTI International, 2015) Phonological awareness has been shown across numerous studies in multiple languages to be predictive of later reading achievement (Badian, 2001; Denton et al., 2000; Goikoetxea, 2005; McBride-Chang and Kail, 2002; Muter et al., 2004; Wang, Park and Lee, 2006). Research has shown alphabet knowledge to be a strong early predictor of later reading achievement (Adams, 1990; Ehri and Wilce, 1985; Piper and Korda, 2010; Wagner et al.,, 1994; Yesil-Dağli, 2011) for both native and nonnative speakers of a language (Chiappe et al., 2002; McBride-Chang and Ho, 2005; Manis et al., 2004; Marsick and Watkins, 2001). One of the main differences between successful readers and struggling readers is the ability of successful readers to use the letter-sound correspondence to decode new words they encounter in text and to encode (spell) the words they write (Juel, 1991). Reading experts have suggested that vocabulary knowledge of between 90 and 95% of the words in a text is required for comprehension (Nagy and Scott, 2000). It is not surprising then, that in longitudinal studies, vocabulary has repeatedly been shown to influence and be predictive of later reading comprehension (Muter et al., 2004; Roth et al., 2002; Share and Leiken, 2004). Numerous studies have found that reading comprehension has a relationship to fluency, especially in the early stages (Fuchs et al., 2001). For example, tests of oral reading fluency, as measured by timed assessments of correct words per minute, have been shown to have a strong correlation (0.91) with the reading comprehension subtest of the Stanford Achievement Test (Fuchs et al., 2001). The importance of fluency as a predictive measure does, however, decline in the later stages. As students become more proficient and automatic readers, vocabulary becomes a more important predictor of later academic success (Yovanoff et al., 2005). Research has not yet produced a proven means to consistently and thoroughly test the higher-level and more nuanced comprehension skills in a standardised way that could be accepted as valid and reliable. However, options are under consideration and it is hoped that the measurement of comprehension will continue to improve as this skill is one of the most important measures of reading success. REFERENCES Aber, J.L. (under review). “Impacts of “Healing Classrooms” on children’s reading and math skills in DRC”. Journal of Research on Educational Effectiveness. ACER (2015). Report on the concurrent validity and inter-rate reliability studies of Uwezo. Washington, DC: Results for Development Institute (R4D). Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press. Adelman, M., Baron, J.D., Blimpo, M., Evans, D.K., Simbou, A. and Yarrow, N. (2015). Why do students learn so little? Seeking answers inside Haiti’s classrooms. World Bank Working Paper 96500. Washington, DC: World Bank. Retrieved from https://openknowledge. worldbank.org/bitstream/handle/10986/22064/ Why0Do0student0e0Haiti0s0classrooms. pdf?sequence=1 American Educational Research Association (AERA), American Psychological Association, National Council on Measurement in Education, Joint Committee on Standards for Educational and Psychological Testing [US]. (2014). Standards for educational and psychological testing. Washington, DC: American Educational Research Association. 50 ■ 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
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Page 41 and 42: Hattie, J. (2009). Visible learning
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Page 45 and 46: TABLE 1 Description of EGRA subtask
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Page 59 and 60: What and How to Assess Reading Usin
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Page 67 and 68: Evaluating Early Learning from Age
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Page 73 and 74: However, the reverse may not necess
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Page 77 and 78: comprehension can be difficult and
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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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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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