When conducting a national- or system-level diagnostic as defined in Chapter 1, a national-level stakeholder, such as a ministry of education (to use a generic term), may want to establish a nationwide baseline or to study the differences in reading ability among various groups—for example, second, fourth, and sixth grades—and determine average intergrade progression. Or, a national stakeholder might want to determine whether achievement differs between types of school systems (public vs. private) or curricular modalities (dual or monolingual programs).
Using EGRA as a national reading diagnostic
Nicaragua and Senegal
Mejia, J., & Pouezevara, S. (2011). Using EGRA as a national reading diagnostic: Nicaragua and Senegal. In A. Gove, & A. Wetterberg (Eds.), The Early Grade Reading Assessment: Applications and Interventions to Improve Basic Literacy (pp. 39-82). RTI Press. https://doi.org/10.3768/rtipress.2011.bk.0007.1109