(EGRA) TOOLKIT March 2016
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SECOND EDITION EARLY GRADE READING ASSESSMENT (EGRA) TOOLKIT March 2016 This publication was produced for review by the United States Agency for International Development. It was prepared by RTI International. EARLY GRADE READING ASSESSMENT TOOLKIT, SECOND EDITION Cover photo: RTI project staff, USAID/Nigeria Northern Education Initiative This publication was produced for the United States Agency for International Development by RTI International, under the Education Data for Decision Making (EdData II) project, Measurement and Research Support to Education Strategy Goal 1, Task Order No. AID-OAA-12-BC-00003 (RTI Task 20). RTI International. 2015. Early Grade Reading Assessment (EGRA) Toolkit, Second Edition. Washington, DC: United States Agency for International Development. Copyright © 2016 by RTI International RTI International is a registered trademark and a trade name of Research Triangle Institute. This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/. Under the Creative Commons Attribution license, you are free to copy, distribute, transmit, and adapt this work under the following conditions: Attribution—If you copy and distribute this work in its entirety, without making changes to content or illustrations, please cite the work as follows: Reproduced on the basis of an original work published by RTI International and licensed under the Creative Commons Attribution 4.0 International License. Translations—If you create a translation of this work, please use the following label on your work: Translated from an original work published by RTI International and licensed under the Creative Commons Attribution 4.0 International License. Adaptations—If you create an adaptation of this work, please use the following label on your work: This is an adaptation of an original work published by RTI International and licensed under the Creative Commons Attribution 4.0 International License. ACKNOWLEDGMENTS This Early Grade Reading Assessment (EGRA) toolkit is the product of ongoing collaboration among a large community of scholars, practitioners, government officials, and education development professionals to advance the cause of early reading assessment and acquisition among primary school children in low-income countries. Although it is not possible to recognize all of those who contributed to revising and updating the toolkit, it would not have been possible without Melissa Chiappetta of Abt Associates; Ray Adams and Juliette Mendelovits with the Australian Council for Educational Research (ACER); Pooja Reddy Nakamura and Zarko Vukmirovic at American Institutes for Research (AIR); Fathi El Ashry of Creative Associates International; Elena Vinogradova of Education Development Center, Inc. (EDC); Matt Sloan of Mathematica Policy Research; Thomaz Alvares and Abdullah Ferdous at Management Systems International (MSI); Roger Stanton at Optimal Solutions Group; Kellie Betts, Chris Cummiskey, Margaret Dubeck, Karon Harden, Simon King, Jessica Mejia, Erin Newton, Alison Pflepson, Lilly Piper, Sarah Pouezevara, and Jonathan Stern of RTI International; Elliot Friedlander and Carol da Silva at Save the Children; and Aglaia Zafeirakou at the World Bank. Also, special recognition and a thank you are owed to Truphena Choti with University Research Company (URC, LLC); Jane Benbow, formerly with URC, LLC; and other URC, LLC and Global Reading Network staff who contributed to the organization and hosting of various Early Grade Reading Assessment workshops and seminars during 2015. Development of the original EGRA instrument would not have been possible without the support of the nongovernmental organizations and Ministry of Education EGRA Evaluation Teams of Afghanistan, Bangladesh, Egypt, The Gambia, Guyana, Haiti, Honduras, Jamaica, Kenya, Liberia, Mali, Nicaragua, Niger, Peru, Senegal, and South Africa. Our deepest gratitude goes to the teachers, the students, and their families for their participation and continued faith in the benefits of education. In repayment we will diligently seek to improve reading outcomes for all children around the world. Amber Gove was responsible for primary authorship of the original toolkit, with contributions from Luis Crouch, Amy Mulcahy-Dunn, and Marguerite Clarke. The Early Grade Reading Assessment Toolkit, Second Edition | iii second edition benefited from contributions from many additional seminar participants, leaders, and reviewers.1 The opinions expressed in this document are those of the authors and do not necessarily reflect the views of the United States Agency for International Development. Please direct questions or comments to Penelope Bender at [email protected]. 1 Names of individuals and organizations contributing directly to the second edition of the toolkit are recognized in Annex A. iv | Early Grade Reading Assessment Toolkit, Second Edition CONTENTS PAGE Acknowledgments .................................................................................................. iii List of Exhibits ........................................................................................................ x Abbreviations ........................................................................................................ xii Glossary of Terms ................................................................................................. xv Reading-Related Terminology ................................................................. xv Statistical Terms ..................................................................................... xvi Methodological Terms ............................................................................. xix 1 Introduction .................................................................................................. 1 1.1 Why Do We Need Early Grade Reading Assessments? ................ 1 1.1.1 Why Assess Reading? ................................................... 2 1.1.2 Why Assess Early? ........................................................ 2 1.1.3 Why Assess Orally? ....................................................... 4 1.1.4 The Early Grade Reading Assessment’s (EGRA’s) Place Among Assessment Options ................ 5 1.2 Development of the EGRA Instrument ............................................ 6 1.3 The Instrument in Action ................................................................. 7 1.4 The Original Toolkit and Second Edition ......................................... 9 1.5 Using the Toolkit ............................................................................ 10 2 Ethics of Research and Mandatory Review by Institutional Review Board (IRB) ................................................................................................ 12 2.1 What Is an IRB? ............................................................................ 12 2.2 How Does IRB Approval Apply to EGRA Studies? ...................... 13 2.3 Informed Assent and Consent by Participating Individuals ........... 14 3 Purpose and Uses of EGRA ...................................................................... 15 3.1 History and Overview .................................................................... 15 3.2 EGRA as a System Diagnostic ..................................................... 16 4 Conceptual Framework and Research Foundations ................................. 19 4.1 Summary of Skills Necessary for Successful Reading ................. 19 4.2 Phonological Awareness ............................................................... 20 4.2.1 Description .................................................................... 20 Early Grade Reading Assessment Toolkit, Second Edition | v 4.2.2 Measures of Phonological Awareness .......................... 21 4.3 The Alphabetic Principle, Phonics, and Decoding ........................ 21 4.3.1 Description .................................................................... 21 4.3.2 Measures of Alphabet Knowledge and Decoding Skills ............................................................. 23 4.4 Vocabulary and Oral Language .................................................... 24 4.4.1 Description .................................................................... 24 4.4.2 Measures of Vocabulary ............................................... 25 4.5 Fluency .......................................................................................... 25 4.5.1 Description .................................................................... 25 4.5.2 Measures of Fluency..................................................... 26 4.6 Comprehension ............................................................................. 27 4.6.1 Description .................................................................... 27 4.6.2 Measures of Reading Comprehension ......................... 27 5 Designing EGRA Studies ........................................................................... 29 5.1 Considerations for EGRA Study Design ....................................... 29 5.2 Design Options, by Research Purpose ......................................... 30 5.2.1 Snapshot Assessments and Performance Evaluations as Research Designs ................................ 30 5.2.2 Impact Evaluations as a Research Design ................... 31 6 EGRA Instrument Design: Adaptation Development and Adaptation Modification .............................................................................. 35 6.1 Adaptation