This document reports on the results of an Early Grade Reading Assessment (EGRA) study done in Liberia in June of 2008 as part of process of collaboration between the Ministry of Education, the World Bank, and USAID, with technical assistance provided under contract by RTI and its consultants and collaborators.
This executive summary reproduced the logic of the entire report and is thus also a guide to the contents and layout of the report.
This document first lays out the nature and content of the assessment instrument. The EGRA tool tests skills that are frequently needed in the early grades if children are to be provided with a solid basis upon which to progress with their reading in the later grades. The assessment approach was based on two foundations: a) a well-vetted default instrument that has received input from leading international reading experts at various workshops convened by USAID, the World Bank, and RTI, and b) input from Liberian experts at a workshop carried out in June. The assessment, in the end, had components on a) orientation to print, b) phonological awareness, c) letter naming fluency, d) familiar word fluency, e) non-familiar word fluency, f) fluency in reading connected text, g) comprehension based on read text, and h) a listening comprehension test.