Myanmar Early Grade Reading Assessment for the Yangon Region : 2014 Results Report

This report presents the work to adapt the EGRA to the Myanmar language and to administer it (and its questionnaires) in the Yangon region. The results of this exercise were analyzed to assess how valid and reliable this adapted tool is for the Mya...

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Bibliographic Details
Main Author:	World Bank
Format:	Report
Language:	English en_US
Published:	World Bank, Bangkok 2017
Subjects:	SKILLS EARLY EDUCATION STUDENT CHARACTERISTICS SCHOOL SYSTEM COLLEGE COMPARATIVE EDUCATION PRIMARY STUDENTS BASIC EDUCATION FORMAL EDUCATION SCHOOL TEACHERS SCHOOL READINESS PRIMARY GRADE TEACHERS MOTHER TONGUE SCHOOLING EDUCATIONAL PRACTICE NUMERACY ENROLLMENT GROUPS LEVELS OF EDUCATION LEARNING ACHIEVEMENT LIFE SKILLS EARLY CHILDHOOD CARE PRIMARY ENROLLMENT RATE GENDER PARITY LEARNING MATERIALS PRIMARY GRADES EXERCISE BOOKS COLLEGES HOME LANGUAGE BASIC READING TRAINING PROGRAMS ACADEMIC RESEARCH EARLY GRADES ETHNIC LANGUAGES COMPLETION RATE GENDER DISPARITY RESEARCH LITERATURE PRIMARY EDUCATION CURRICULUM EXAM LITERACY TEXTBOOKS EDUCATION SECTOR KNOWLEDGE TECHNICAL ASSISTANCE SCHOOL PRINCIPALS QUALITY OF EDUCATION TRAINING TEACHER TRAINING PRIMARY ENROLLMENT COMPULSORY PRIMARY EDUCATION GRADUATE QUALITY ASSURANCE SYSTEMS PRIMARY COMPLETION RATE GRADE TEACHERS CLASSES READING MATERIALS MINISTRIES SCHOLARS PRIMARY SCHOOLING PRIMARY SCHOOL STUDENTS STUDENT ACHIEVEMENT VOCATIONAL EDUCATION LEARNING SCHOOL QUALITY RESEARCH FIRST GRADE EDUCATION STANDARDS EDUCATION EXPERTS PRIMARY SCHOOL DATA ON STUDENTS PEDAGOGICAL APPROACHES TEACHING DEVELOPMENTAL PSYCHOLOGY GRANTS KINDERGARTEN PRIMARY SCHOOLS LIBRARIES FTE READING PUBLISHERS SPORTS NON-FORMAL EDUCATION PRIMARY COMPLETION TEACHER EDUCATION SCIENCE BASIC EDUCATION SECTOR AVERAGE CLASS SIZE VALUES STUDENT SCHOOLS SCHOOL ATTENDANCE KNOWLEDGE BASE PARTICIPATION EDUCATIONAL REFORM CURRICULA EDUCATION SERVICES CLASSROOM SETTING LEARNING OUTCOMES UNIVERSAL BASIC EDUCATION TEACHER TRAINING COLLEGES STUDENT PERFORMANCE MINISTRY OF EDUCATION NATIONAL EDUCATION SYSTEM ENROLLMENT RATE QUALITY OF INSTRUCTION PUBLIC AWARENESS TEACHING THEORY LITERATURE CAMPAIGNS NATIONAL EDUCATION CLASS SIZE PEDAGOGICAL METHODS MATRICULATION EXAMINATION BASIC EDUCATION CURRICULUM SCHOOL LIBRARIES CURRICULUM TEACHER ADVANCED STUDENTS PARITY CHILDHOOD CARE COGNITIVE SKILLS WRITING CHILDREN QUALITY EDUCATION EDUCATION INVESTMENT PEDAGOGICAL PRACTICES SKILL LEVELS BASIC SKILLS INSTRUCTION PROFESSIONAL DEVELOPMENT YOUNG PEOPLE TEACHING METHODS ACADEMIC QUALIFICATIONS GIRLS STUDENTS SCIENTIFIC RESEARCH CLASSROOM PRACTICE RESEARCH METHODS LEADERSHIP QUALITY ASSURANCE INTERVENTIONS MINISTRY OF “ EDUCATION HEADMASTERS PRIMARY EDUCATION DEGREES CLASSROOM CLASSROOMS SCHOOL ADULT LITERACY STUDENT LEARNING PRIMARY SCHOOL CHILDREN GENDER EQUALITY HUMAN DEVELOPMENT FUTURE RESEARCH
Online Access:	http://documents.worldbank.org/curated/en/319981468060904888/Myanmar-Early-Grade-Reading-Assessment-EGRA-for-the-Yangon-Region-2014-results-report http://hdl.handle.net/10986/26957

Description
Summary:	This report presents the work to adapt the EGRA to the Myanmar language and to administer it (and its questionnaires) in the Yangon region. The results of this exercise were analyzed to assess how valid and reliable this adapted tool is for the Myanmar language. Other aims of the analysis were to define core learning standards in early primary grades, and identify potential explanatory factors for differences in EGRA scores among schools. The specific information from EGRA can help guide the Ministry of Education in prioritizing future interventions that best help students improve their reading skills in early grades, as well as support the development of measurable, comparable benchmarks for students’ progress. The report is organized into six sections, including the introduction. Section two briefly reviews the reforms and goals of the education sector in Myanmar and the major challenges that helped define the research questions for the EGRA. Section three describes the most relevant education theories about learning to read in the early grades and the way these are reflected in the design of the EGRA. Section four outlines the design and implementation of the study and tools, and how they took into account the information needs of education stakeholders and the specificities of the language and education sector in Myanmar. Section five presents the methodology and results of the study for non-experts, with the methodology and statistical analyses detailed in annex five. Section six concludes with a summary of recommendations.

Myanmar Early Grade Reading Assessment for the Yangon Region : 2014 Results Report

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