Vanuatu Early Grade Reading Assessment Baseline Survey : Francophone Stream Results Report
In August 2010, the Government of Vanuatu carried out early grade reading baseline assessments in English and Francophone schools with financial support from local education partners and technical assistance from the World Bank. The results of the...
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| Format: | Report |
| Language: | English en_US |
| Published: |
Washington, DC
2017
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| Online Access: | http://documents.worldbank.org/curated/en/166641468124776563/Vanuatu-report http://hdl.handle.net/10986/27826 |
| Summary: | In August 2010, the Government of
Vanuatu carried out early grade reading baseline assessments
in English and Francophone schools with financial support
from local education partners and technical assistance from
the World Bank. The results of the Vanuatu Early Grade
Reading Assessment (VANEGRA) are cause for concern. French
language findings show that while most students develop some
fundamental skills in grade levels 1, 2 and 3, by the end of
grade 3, less than 1 in 4 students are able to develop
fluency in reading to understand most of the text they read.
The VANEGRA survey also collected data on the attributes of
students, teachers and schools. Factors that were shown to
be predictors of better reading performance in the early
grades include: speaking French at home, owning the school
textbook, having literate parents, having books at home,
reading at school and at home, attending kindergarten, doing
homework, and receiving help from a family member to do
homework. Neither teacher experience nor in-service training
showed statistical effects on student reading outcomes and
two types of certification showed negative and statistically
significant effects on student outcomes both in reading
fluency and comprehension. VANEGRA also asked about use of
seven reading instructional activities. Students who were
never asked to learn the meaning of new words or practice
grapheme sound correspondences showed negative and
statistically significant effects. Conversely, students who
were assigned reading daily in their own school time showed
positive and statistically significant results. Lastly,
VANEGRA asked about teacher expectations for students'
reading performance. Interestingly, the fact that some
teachers allowed students to consolidate some reading skills
later than the median expectation was associated with better
and statistically significant results. Based on the analysis
presented, recommendations for improved reading instruction
and greater parental involvement are presented at the end of
the report. |
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