Solomon Islands Early Grade Reading Assessment : Results Report
Early grade reading assessment (EGRA) is a simple instrument that measures foundational reading skills in grades (years) 1 to 3. The results are used to identify progress towards achieving reading fluency and comprehension, which are essential skil...
| Main Author: | |
|---|---|
| Format: | Report |
| Language: | English |
| Published: |
World Bank, Washington, DC
2019
|
| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/178621563252790030/Solomon-Islands-Early-Grade-Reading-Assessment-Results-Report http://hdl.handle.net/10986/32261 |
| Summary: | Early grade reading assessment (EGRA) is
a simple instrument that measures foundational reading
skills in grades (years) 1 to 3. The results are used to
identify progress towards achieving reading fluency and
comprehension, which are essential skills for learning and
completing primary education. This report summarizes the
results of EGRA conducted in the Solomon Islands from
September 11 to October 20, 2017. With funding from the
global partnership for education (GPE), the World Bank and
education technology for development (ET4d) carried out the
assessment in collaboration with the Pacific Community and
the Solomon Islands Ministry of Education and Human
Resources Developments (MEHRD). The findings of this
assessment are expected to assist policymakers with
designing effective early grade reading intervention
strategies to improve student’s literacy outcomes. This
activity is part of the Pacific early age and readiness
program (PEARL), which was established to support Pacific
Island countries improve policy and programming decisions
around early grade literacy and school readiness. The
analysis of Solomon Islands EGRA (SIEGRA) data included
descriptive statistics (means and standard deviations) to
measure average levels in basic reading skills, an analysis
of variance to determine statistical significance of gender
and regional differences, and regression analysis to
estimate the association of a given teacher, student, or
classroom characteristic and reading fluency outcomes. The
key findings, factors associated with reading performance,
and recommendations are presented in the report. |
|---|