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NIGERIA READING AND ACCESS RESEARCH ACTIVITY (RARA) RESULTS OF AN APPROACH TO IMPROVE EARLY GRADE READING IN HAUSA IN BAUCHI AND SOKOTO STATES Nigeria Reading and Access Research Activity (RARA): Results of an Approach to Improve Early Grade Reading in Hausa in Bauchi and Sokoto States Prepared for Tim Curtin Contracting Officer’s Representative (COR) United States Agency for International Development (USAID)/Nigeria Plot 1075 Diplomatic Drive Central District Area, Abuja Nigeria Prepared by RTI International 3040 Cornwallis Road Post Office Box 12194 Research Triangle Park, NC 27709-2194 RTI International is one of the world’s leading research institutes, dedicated to improving the human condition by turning knowledge into practice. Our staff of more than 3,700 provides research and tech- nical services to governments and businesses in more than 75 countries in the areas of health and pharmaceuticals, education and training, surveys and statistics, advanced technology, international de- velopment, economic and social policy, energy and the environment, and laboratory testing and chemical analysis. RTI International is a registered trademark and a trade name of Research Triangle Institute. The authors’ views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. ACKNOWLEDGMENTS The Nigeria Reading and Access Research Activity (RARA) extends its gratitude to all those who contributed to the design and implementation of the reading research in Bauchi and Sokoto states. The ongoing involvement and high level of commitment from a large and diverse team led to the successful implementation of the research and the dissemination of its results—and has ultimately contributed to work currently underway to expand efforts to improve the teaching and learning of reading in the early grades in Northern Nigeria. The approach was designed and implemented by RTI International, in collaboration with Nigerian education authorities, in particular the State Universal Basic Education Boards (SUBEBs) of Bauchi and Sokoto, as well as Colleges of Education (COEs) in these states. It was funded by the United States Agency for International Development (USAID). RARA appreciates USAID/Nigeria’s and USAID/Washington’s commitment to conducting rigorous research to inform reading improvement and extends its gratitude to the Nigerian Ministry of Education and the SUBEBs in Bauchi and Sokoto states, which steadfastly demonstrated their support for all aspects of the research. Many individuals from the Shehu Shagari COE in Sokoto and the COE in Azare, Bauchi, provided technical support and guidance throughout the process through their participation in the RARA Reading Advisory Committee and the Reading Technical Working Group. This includes Ahmad Alhaji Umar (SUBEB Sokoto), Dahiru Yalwa Mohammed (College of Education, Azare, Bauchi), Hadiza Salihu Koko (Shehu Shagari College of Education, Sokoto), Lauwali Ibrahim (SUBEB Sokoto), Safiya Bala (SUBEB Bauchi), and Yahaya A. Umar (SUBEB Bauchi). RARA wishes to recognize the contribution of the team of reading specialists, writers, editors, and all those behind the scenes who worked tirelessly to develop the RARA reading materials. This includes Dr. Margaret “Peggy” Dubeck and Dr. Phyllis Hildebrant for their guidance and contributions to the development of the RARA approach and materials; Dr. Malami Buba and Salisu Abdullahi Tsiga for their Hausa language expertise; and the Reading Technical Working Group of both Bauchi and Sokoto. The RARA research was led by R. Drake Warrick, Chief of Party, and Swadchet Sankey, Senior Reading Program Manager. The research would Nigeria RARA Reading Approach Evaluation Report | iii not have been successful without the efforts of Reading Program and Assessment Coordinators Bilyaminu Inuwa in Bauchi and Muhammadu Bello Yusuf in Sokoto, who were supported by Program Support Officers Raphael Aiyedipe (Bauchi) and Zahra'u Abubakar Maishanu (Sokoto). Alison Pflepsen, Karon Harden, Yasmin Sitabkhan, and Scott Kipp contributed technical expertise throughout the implementation process. Reading research data analysis was conducted by Simon King and Sarrynna Sou. (Photos in this report appear courtesy of RTI International.) RARA thanks the 16 RARA Local Government Education Authorities in which this research was conducted in Bauchi and Sokoto for their support, and for the active role the School Support Officers played in supporting teachers during this research. Finally, RARA extends our deep appreciation to the head teachers and teachers who implemented the RARA approach. It is their commitment to improving early grade reading outcomes that truly made it a success. iv | Nigeria RARA Reading Approach Evaluation Report CONTENTS Acknowledgments ........................................................................................................ iii List of Figures ............................................................................................................. viii List of Tables ................................................................................................................ xi Abbreviations .............................................................................................................. xiii Executive Summary ..................................................................................................... 1 Results: Instructional Practices ............................................................................. 3 Results: pupils’ reading skills ................................................................................. 4 Results: instructional leadership ............................................................................ 6 OTHER FINDINGS ................................................................................................ 6 Recommendations ................................................................................................. 7 I. Introduction .......................................................................................................... 10 1.1 Overview of the Nigeria Reading and Access Research Activity (RARA) ..... 10 1.2 The RARA-Tested Approach for Improving Reading Instruction................... 11 1.3 Research Design ........................................................................................... 14 1.4 Research Instruments .................................................................................... 17 1.5 Data Collection .............................................................................................. 20 2. Characteristics of Treatment and Control Groups ............................................... 21 2.1 School Characteristics ................................................................................... 21 2.2 Pupil Characteristics ...................................................................................... 23 2.3 Teacher and Head Teacher Characteristics .................................................. 24 2.4 School Support/Coach Characteristics .......................................................... 26 3. Teacher Instructional Practices ........................................................................... 28 3.1 RARA-Developed Approach to Literacy Instruction ...................................... 28 Nigeria RARA Reading Approach Evaluation Report | v 3.2 Lesson Implementation: Data from the Baseline and Endline Untimed Classroom Observations ............................................................................... 30 3.3 Teacher Instructional Practices: Observations from RARA SSO/Coach Monitoring Visits ............................................................................................ 36 3.4 Time on Task for Literacy Instruction: Data from the Baseline and Endline Timed Classroom Observation ...................................................................... 44 3.5 RARA Impact on Pupil and Teacher Attendance .......................................... 50 3.6 Resource Availability and Print-Rich Environment ........................................ 54 4. Early Grade Reading Assessment Results ......................................................... 59 4.1 Impact of RARA Approach in Decreasing Scores ......................................... 59 4.2 Impact of RARA Approach in Improving Distribution of Scores .................... 63 4.3 Foundational Skills – Letter and Sound Identification and Non-Word Decoding ....................................................................................................... 66 4.4 Higher Order Skills – Oral Reading Fluency and Reading Comprehension . 71 4.5 Impact of RARA Aproach on Oral Language Skills – Listening Comprehension ............................................................................................. 75 4.6 Impact of RARA Approach ON Writing Skills – Letter and Word Dictation ... 77 5. EGRA Results by Sub-Group .............................................................................. 83 5.1 EGRA Results by State ................................................................................. 83 5.2 EGRA Results by Gender .............................................................................. 85 5.3 EGRA Results by Home Language ............................................................... 88 6. Coaching Practices .............................................................................................. 91 7. Knowledge,

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