The early grade reading assessment (EGRA): Its theoretical foundation, purpose, and limitations

Dubeck, Margaret; Gove, Amber

doi:10.1016/j.ijedudev.2014.11.004

Cited by 146 publications

(91 citation statements)

References 28 publications

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“…While the test instrument used to determine students' initial reading ability is using a test instrument adapted and developed from Early Grade Reading Assessment (EGRA). Early Grade Reading Assessment Toolkit Second Edition includes listening comprehension, letter identification, non-word reading, and oral reading fluency with comprehension (Dubeck & Gove, 2015).…”

Section: Data Collection and Analysismentioning

confidence: 99%

Phonology-based reading instruction to improve dyslexic students’ early reading ability

Novianti

Syihabuddin

Rochyadi

2019

Indonesian J. Appl. Linguist.

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Dyslexic students struggle to learn how to read. Yet, few studies reported on how dyslexic students learn to read. In this respect, special education teachers have adopted a myriad of ways to overcome dyslexic students’ reading problems. To respond to this need, the purpose of this study is to examine how phonology-based reading instruction could help dyslexic students improve their early reading abilities. Grounded in a mixed methods research design, four dyslexic students of primary school were recruited to participate in this study. The results of the study showed that the phonology-based reading instruction had a positive impact on improving the dyslexic students’ early reading abilities, particularly in Bahasa Indonesian-medium reading texts. This suggests that phonology-based reading instruction could effectively be implemented if special education teachers could enact phonological instruction as a prerequisite for identifying the students’ early reading ability and phonics instruction as an instructional reinforcement for building students’ early reading repertoire.

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Section: Data Collection and Analysismentioning

confidence: 99%

Phonology-based reading instruction to improve dyslexic students’ early reading ability

Novianti

Syihabuddin

Rochyadi

2019

Indonesian J. Appl. Linguist.

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“…Egypt's reading program development began with a pilot to assess and improve teaching and learning in four rural governorates in southern Egypt. In May 2008, the Girls’ Improved Learning Outcomes project developed the first Arabic Early Grade Reading Assessment (EGRA; Dubeck & Gove, ; RTI International, , ) and piloted it in several Cairo schools. Results indicated low levels of letter knowledge; those students who did know letter sounds were also much more likely to be able to read.…”

Section: Background and Literature Reviewmentioning

confidence: 99%

Sparking a Reading Revolution: Results of Early Literacy Interventions in Egypt and Jordan

Gove

Brombacher

Ward-Brent

2017

New Directions for Child and Adolescent Development

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This article examines the effects of two early grade reading interventions in two Arabic-speaking contexts (Egypt and Jordan), developed in partnership with ministries of education. The interventions relied on similar research bases for improving reading instruction in Arabic. In Egypt, the results of a 166-school pilot led to the national scale-up of the Early Grade Reading Program for more than 4 million children in grades 1-3. Informed by Egypt's experience, a demonstration effort in 43 schools led to a national rollout in Jordan's 2,651 public primary schools and the creation of a remediation program. We reflect on the conditions that influenced the pilot and scale-up outcomes given the commitments made to "inclusive and equitable quality education and lifelong learning opportunities for all" under the United Nations Sustainable Development Goals.

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“…The latter were trained to deliberate over the data, identify needs, reach a consensus over priorities, participate in the development of better plans, and advocate for a 7 RTI International led the development of the EGRA in partnership with the World Bank and USAID; the tool came into widespread use via the USAID Education Data for Decision Making (EdData II) project. See Dubeck & Gove (2015) and Gove & Wetterberg (2011). 8 The RTI-developed SSME instruments aid school, district, provincial, or national administrators and policy makers in understanding school and classroom contexts.…”

Section: Improved Planning and Budgeting: Striving To Match Supply Tomentioning

confidence: 99%

Governance and Service Delivery: Practical Applications of Social Accountability Across Sectors

Wetterberg

Brinkerhoff

Hertz

2016

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This volume began as a means of reflecting on RTI's collective experience with social accountability, learning from past projects to improve our current and future development efforts. As the case studies developed, it became clear that they were of a quality and depth that should be shared more broadly, resulting in this book. We are grateful to F. Henry Healey, Alyson Lipsky, and Felicity Young, as well as Taylor Williamson, for their excellent work writing or reviewing the chapters of this book. In addition, a large number of RTI colleagues helped the chapter authors with insights, documents, and feedback related to each of the projects profiled; they are individually recognized for each case in the pages that follow. We would like to recognize support from RTI's Internal Research and Development funds to develop the cases and overview analysis, as well as prepare the manuscript for publication. In particular, Aaron Williams, Paul Weisenfeld, Luis Crouch, and Karen Posner championed support for this research. Finally, we would like to thank the RTI Press team, led by Karen Lauterbach. The peer review process, managed by Gary Bland, sharpened the writing and analysis. We are also grateful to the editors and designersincluding Erin Newton, Joanne Studders, Anne Gering, Sonja Douglas, and Alisa Clifford-for the care with which they treated our manuscript.

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The early grade reading assessment (EGRA): Its theoretical foundation, purpose, and limitations

Cited by 146 publications

References 28 publications

Phonology-based reading instruction to improve dyslexic students’ early reading ability

Phonology-based reading instruction to improve dyslexic students’ early reading ability

Sparking a Reading Revolution: Results of Early Literacy Interventions in Egypt and Jordan

Governance and Service Delivery: Practical Applications of Social Accountability Across Sectors

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