Building on the success of the Early Grade Reading Assessment (EGRA) as a measurement tool, many countries have begun to show interest in moving away from assessments alone and toward interventions focused on changing teacher pedagogy, and as a result, increasing student reading achievement. Liberia, for example, began an EGRA-based intervention, called EGRA Plus: Liberia, in 2008. The results from the EGRA Plus midterm evaluation showed very promising results on a variety of learning outcomes.1 This report is an impact evaluation of the EGRA Plus program at project completion, and it presents compelling evidence that a targeted reading intervention focused on improving the quality of reading instruction in primary schools can have a remarkably large impact on student achievement in a relatively limited amount of time.
