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 |
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Washington, DC
2017
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| Online Access: | http://documents.worldbank.org/curated/en/166641468124776563/Vanuatu-report http://hdl.handle.net/10986/27826 |
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okr-10986-27826 |
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| recordtype |
oai_dc |
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Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
ACADEMIC PROGRESS ACHIEVEMENT ACHIEVEMENTS ADDITION AVERAGE SCORE BASIC LITERACY BASIC READING BASIC SKILLS CALL CHALKBOARD CLASSROOM CLASSROOM ACTIVITIES CLASSROOM ENVIRONMENT CLASSROOM PRACTICE COMMUNITY INVOLVEMENT COMPREHENSION CURRICULA CURRICULUM CURRICULUM DEVELOPERS CURRICULUM DEVELOPMENT CURRICULUM DEVELOPMENT UNIT DIAGNOSTIC INSTRUMENT EARLY GRADES EARLY READING EDUCATION CURRICULUM EDUCATION MANAGEMENT EDUCATION OFFICIALS EDUCATION SECTOR EDUCATORS ENROLLMENT ENROLLMENT DATA EXTRACURRICULAR ACTIVITIES GENDER DIFFERENCES GIRLS GRADE LEVELS GRAMMAR HOMEWORK HUMAN DEVELOPMENT INSTRUCTION METHODS INSTRUCTIONAL ACTIVITIES KINDERGARTEN LANGUAGE COMPETENCE LANGUAGES LEADERSHIP LEARNING LEARNING ACTIVITIES LEARNING OUTCOMES LESSON PLANS LINGUISTIC DIVERSITY LISTENING LITERACY LITERACY PROGRAMS LITERACY SKILLS LITERATE PARENTS LITERATURE MEANING MINISTRY OF EDUCATION NATIONAL ASSESSMENT NUMBER OF STUDENTS NUMERACY OFFICIAL CURRICULUM PARENTAL INVOLVEMENT PRACTICUM PRIMARY EDUCATION PRIMARY SCHOOLS PRIMARY STUDENTS PRIMARY SYSTEM PROFESSIONAL DEVELOPMENT PROFICIENCY READERS READING READING BOOKS READING COMPREHENSION READING CULTURE READING INSTRUCTION READING MATERIALS READING SKILLS RETIRED TEACHERS SCHOLARS SCHOOL CURRICULUM SCHOOL DEVELOPMENT SCHOOL LIBRARY SCHOOL OFFICIALS SCHOOL SIZE SCHOOL TIME SCHOOL YEAR SCHOOLS SERVICE TRAINING SPEAKING STATISTICAL ANALYSES STUDENT ACCESS TO BOOKS STUDENT CHARACTERISTICS STUDENT DATA STUDENT OUTCOMES STUDENT PERFORMANCE STUDENT SCORES TEACHER TEACHER CERTIFICATION TEACHER CHARACTERISTICS TEACHER EXPECTATIONS TEACHER KNOWLEDGE TEACHER PROFESSIONAL DEVELOPMENT TEACHERS TECHNICAL ASSISTANCE TEXTBOOK TRAINING COURSES VOCABULARY WRITING SKILLS |
| spellingShingle |
ACADEMIC PROGRESS ACHIEVEMENT ACHIEVEMENTS ADDITION AVERAGE SCORE BASIC LITERACY BASIC READING BASIC SKILLS CALL CHALKBOARD CLASSROOM CLASSROOM ACTIVITIES CLASSROOM ENVIRONMENT CLASSROOM PRACTICE COMMUNITY INVOLVEMENT COMPREHENSION CURRICULA CURRICULUM CURRICULUM DEVELOPERS CURRICULUM DEVELOPMENT CURRICULUM DEVELOPMENT UNIT DIAGNOSTIC INSTRUMENT EARLY GRADES EARLY READING EDUCATION CURRICULUM EDUCATION MANAGEMENT EDUCATION OFFICIALS EDUCATION SECTOR EDUCATORS ENROLLMENT ENROLLMENT DATA EXTRACURRICULAR ACTIVITIES GENDER DIFFERENCES GIRLS GRADE LEVELS GRAMMAR HOMEWORK HUMAN DEVELOPMENT INSTRUCTION METHODS INSTRUCTIONAL ACTIVITIES KINDERGARTEN LANGUAGE COMPETENCE LANGUAGES LEADERSHIP LEARNING LEARNING ACTIVITIES LEARNING OUTCOMES LESSON PLANS LINGUISTIC DIVERSITY LISTENING LITERACY LITERACY PROGRAMS LITERACY SKILLS LITERATE PARENTS LITERATURE MEANING MINISTRY OF EDUCATION NATIONAL ASSESSMENT NUMBER OF STUDENTS NUMERACY OFFICIAL CURRICULUM PARENTAL INVOLVEMENT PRACTICUM PRIMARY EDUCATION PRIMARY SCHOOLS PRIMARY STUDENTS PRIMARY SYSTEM PROFESSIONAL DEVELOPMENT PROFICIENCY READERS READING READING BOOKS READING COMPREHENSION READING CULTURE READING INSTRUCTION READING MATERIALS READING SKILLS RETIRED TEACHERS SCHOLARS SCHOOL CURRICULUM SCHOOL DEVELOPMENT SCHOOL LIBRARY SCHOOL OFFICIALS SCHOOL SIZE SCHOOL TIME SCHOOL YEAR SCHOOLS SERVICE TRAINING SPEAKING STATISTICAL ANALYSES STUDENT ACCESS TO BOOKS STUDENT CHARACTERISTICS STUDENT DATA STUDENT OUTCOMES STUDENT PERFORMANCE STUDENT SCORES TEACHER TEACHER CERTIFICATION TEACHER CHARACTERISTICS TEACHER EXPECTATIONS TEACHER KNOWLEDGE TEACHER PROFESSIONAL DEVELOPMENT TEACHERS TECHNICAL ASSISTANCE TEXTBOOK TRAINING COURSES VOCABULARY WRITING SKILLS World Bank Vanuatu Early Grade Reading Assessment Baseline Survey : Francophone Stream Results Report |
| geographic_facet |
East Asia and Pacific Vanuatu |
| description |
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. |
| format |
Report |
| author |
World Bank |
| author_facet |
World Bank |
| author_sort |
World Bank |
| title |
Vanuatu Early Grade Reading Assessment Baseline Survey : Francophone Stream Results Report |
| title_short |
Vanuatu Early Grade Reading Assessment Baseline Survey : Francophone Stream Results Report |
| title_full |
Vanuatu Early Grade Reading Assessment Baseline Survey : Francophone Stream Results Report |
| title_fullStr |
Vanuatu Early Grade Reading Assessment Baseline Survey : Francophone Stream Results Report |
| title_full_unstemmed |
Vanuatu Early Grade Reading Assessment Baseline Survey : Francophone Stream Results Report |
| title_sort |
vanuatu early grade reading assessment baseline survey : francophone stream results report |
| publisher |
Washington, DC |
| publishDate |
2017 |
| url |
http://documents.worldbank.org/curated/en/166641468124776563/Vanuatu-report http://hdl.handle.net/10986/27826 |
| _version_ |
1764465170983157760 |
| spelling |
okr-10986-278262021-04-23T14:04:44Z Vanuatu Early Grade Reading Assessment Baseline Survey : Francophone Stream Results Report World Bank ACADEMIC PROGRESS ACHIEVEMENT ACHIEVEMENTS ADDITION AVERAGE SCORE BASIC LITERACY BASIC READING BASIC SKILLS CALL CHALKBOARD CLASSROOM CLASSROOM ACTIVITIES CLASSROOM ENVIRONMENT CLASSROOM PRACTICE COMMUNITY INVOLVEMENT COMPREHENSION CURRICULA CURRICULUM CURRICULUM DEVELOPERS CURRICULUM DEVELOPMENT CURRICULUM DEVELOPMENT UNIT DIAGNOSTIC INSTRUMENT EARLY GRADES EARLY READING EDUCATION CURRICULUM EDUCATION MANAGEMENT EDUCATION OFFICIALS EDUCATION SECTOR EDUCATORS ENROLLMENT ENROLLMENT DATA EXTRACURRICULAR ACTIVITIES GENDER DIFFERENCES GIRLS GRADE LEVELS GRAMMAR HOMEWORK HUMAN DEVELOPMENT INSTRUCTION METHODS INSTRUCTIONAL ACTIVITIES KINDERGARTEN LANGUAGE COMPETENCE LANGUAGES LEADERSHIP LEARNING LEARNING ACTIVITIES LEARNING OUTCOMES LESSON PLANS LINGUISTIC DIVERSITY LISTENING LITERACY LITERACY PROGRAMS LITERACY SKILLS LITERATE PARENTS LITERATURE MEANING MINISTRY OF EDUCATION NATIONAL ASSESSMENT NUMBER OF STUDENTS NUMERACY OFFICIAL CURRICULUM PARENTAL INVOLVEMENT PRACTICUM PRIMARY EDUCATION PRIMARY SCHOOLS PRIMARY STUDENTS PRIMARY SYSTEM PROFESSIONAL DEVELOPMENT PROFICIENCY READERS READING READING BOOKS READING COMPREHENSION READING CULTURE READING INSTRUCTION READING MATERIALS READING SKILLS RETIRED TEACHERS SCHOLARS SCHOOL CURRICULUM SCHOOL DEVELOPMENT SCHOOL LIBRARY SCHOOL OFFICIALS SCHOOL SIZE SCHOOL TIME SCHOOL YEAR SCHOOLS SERVICE TRAINING SPEAKING STATISTICAL ANALYSES STUDENT ACCESS TO BOOKS STUDENT CHARACTERISTICS STUDENT DATA STUDENT OUTCOMES STUDENT PERFORMANCE STUDENT SCORES TEACHER TEACHER CERTIFICATION TEACHER CHARACTERISTICS TEACHER EXPECTATIONS TEACHER KNOWLEDGE TEACHER PROFESSIONAL DEVELOPMENT TEACHERS TECHNICAL ASSISTANCE TEXTBOOK TRAINING COURSES VOCABULARY WRITING SKILLS 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. 2017-08-15T15:30:15Z 2017-08-15T15:30:15Z 2012 Report http://documents.worldbank.org/curated/en/166641468124776563/Vanuatu-report http://hdl.handle.net/10986/27826 English en_US CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank Washington, DC Economic & Sector Work :: Other Education Study Economic & Sector Work East Asia and Pacific Vanuatu |