Most of the previous chapters in this volume have focused on applications of the early grade reading assessment (EGRA) as case studies, or have explored certain technical aspects of such applications and methods. Some also have indicated, however, that the purpose is not just to assess but to mobilize opinion toward improvement. That is, once a country’s education leaders have in their hands empirical evidence from an assessment of early grade reading, what happens next? What factors might dispose that country to mobilize itself for improvements, and what institutional qualities are most likely to encourage a movement from assessment to use of assessment results for improvement? The aim of this chapter is to offer interested actors some suggestions as to how to move the agenda forward toward actual change in instructional practice.
Motivating early grade instruction and learning
Crouch, L. (2011). Motivating early grade instruction and learning: Institutional issues. In A. Gove, & A. Wetterberg (Eds.), The Early Grade Reading Assessment: Applications and Interventions to Improve Basic Literacy (pp. 227-250). Research Triangle Park, NC: RTI Press. https://doi.org/10.3768/rtipress.2011.bk.0007.1109