Tuvalu Early Grade Reading Assessment : Results Report
This report summarizes the results of an Early Grade Reading Assessment (EGRA) conducted in Tuvalu from September 21 and October 27, 2016. With funding from the Global Partnership for Education, the World Bank and Education Technology for Developme...
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World Bank, Washington, DC
2019
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| Online Access: | http://documents.worldbank.org/curated/en/623341563252265259/Tuvalu-Early-Grade-Reading-Assessment-TuEGRA-Results-Report http://hdl.handle.net/10986/32258 |
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okr-10986-322582021-05-25T09:27:01Z Tuvalu Early Grade Reading Assessment : Results Report World Bank EDUCATION FOR ALL EARLY CHILDHOOD EDUCATION STUDENT ACHIEVEMENT READING ASSESSMENT STUDENT PERFORMANCE This report summarizes the results of an Early Grade Reading Assessment (EGRA) conducted in Tuvalu from September 21 and October 27, 2016. With funding from the Global Partnership for Education, the World Bank and Education Technology for Development (Et4d) carried out the assessment in collaboration with the Tuvaluan Ministry of Education, Youth and Sports (MEYS). The overall purpose of the EGRA was to inform education policymakers of students’ basic reading skills in years 1-3 of primary school and to identify factors that contribute to language development in Tuvalu. The findings are expected to assist policymakers with designing effective early grade reading interventions to improve school performance and literacy outcomes in Tuvalu. This activity is part of the Pacific Early Age and Readiness Program (PEARL), which was established to improve the school readiness and literacy outcomes of children throughout the Pacific region. The report is divided into six chapters beginning with this introductory section in chapter. Chapter two will discuss the TuEGRA survey design and implementation. Chapter three presents overall results of the reading assessment per sub-test, gender and year as well as a summary of the overall strengths and weaknesses responding to questions 1, 4 and 5. The correlation between oral reading fluency and comprehension (question 2) is discussed in chapter four. As there are no established standards for reading fluency, the report used 80 percent reading comprehension benchmark as the basis for determining fluency scores. Chapter five provides an analysis of student and teacher factors associated with improved reading outcomes, which corresponds with question 6 (6a, 6b, and 6c). Finally, the conclusions and policy recommendations to improve literacy outcomes are presented in chapter six. 2019-08-15T19:42:34Z 2019-08-15T19:42:34Z 2019-06-27 Report http://documents.worldbank.org/curated/en/623341563252265259/Tuvalu-Early-Grade-Reading-Assessment-TuEGRA-Results-Report http://hdl.handle.net/10986/32258 English CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Economic & Sector Work :: Other Education Study Economic & Sector Work East Asia and Pacific Tuvalu |
| repository_type |
Digital Repository |
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Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
EDUCATION FOR ALL EARLY CHILDHOOD EDUCATION STUDENT ACHIEVEMENT READING ASSESSMENT STUDENT PERFORMANCE |
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EDUCATION FOR ALL EARLY CHILDHOOD EDUCATION STUDENT ACHIEVEMENT READING ASSESSMENT STUDENT PERFORMANCE World Bank Tuvalu Early Grade Reading Assessment : Results Report |
| geographic_facet |
East Asia and Pacific Tuvalu |
| description |
This report summarizes the results of an
Early Grade Reading Assessment (EGRA) conducted in Tuvalu
from September 21 and October 27, 2016. With funding from
the Global Partnership for Education, the World Bank and
Education Technology for Development (Et4d) carried out the
assessment in collaboration with the Tuvaluan Ministry of
Education, Youth and Sports (MEYS). The overall purpose of
the EGRA was to inform education policymakers of students’
basic reading skills in years 1-3 of primary school and to
identify factors that contribute to language development in
Tuvalu. The findings are expected to assist policymakers
with designing effective early grade reading interventions
to improve school performance and literacy outcomes in
Tuvalu. This activity is part of the Pacific Early Age and
Readiness Program (PEARL), which was established to improve
the school readiness and literacy outcomes of children
throughout the Pacific region. The report is divided into
six chapters beginning with this introductory section in
chapter. Chapter two will discuss the TuEGRA survey design
and implementation. Chapter three presents overall results
of the reading assessment per sub-test, gender and year as
well as a summary of the overall strengths and weaknesses
responding to questions 1, 4 and 5. The correlation between
oral reading fluency and comprehension (question 2) is
discussed in chapter four. As there are no established
standards for reading fluency, the report used 80 percent
reading comprehension benchmark as the basis for determining
fluency scores. Chapter five provides an analysis of student
and teacher factors associated with improved reading
outcomes, which corresponds with question 6 (6a, 6b, and
6c). Finally, the conclusions and policy recommendations to
improve literacy outcomes are presented in chapter six. |
| format |
Report |
| author |
World Bank |
| author_facet |
World Bank |
| author_sort |
World Bank |
| title |
Tuvalu Early Grade Reading Assessment : Results Report |
| title_short |
Tuvalu Early Grade Reading Assessment : Results Report |
| title_full |
Tuvalu Early Grade Reading Assessment : Results Report |
| title_fullStr |
Tuvalu Early Grade Reading Assessment : Results Report |
| title_full_unstemmed |
Tuvalu Early Grade Reading Assessment : Results Report |
| title_sort |
tuvalu early grade reading assessment : results report |
| publisher |
World Bank, Washington, DC |
| publishDate |
2019 |
| url |
http://documents.worldbank.org/curated/en/623341563252265259/Tuvalu-Early-Grade-Reading-Assessment-TuEGRA-Results-Report http://hdl.handle.net/10986/32258 |
| _version_ |
1764476173708951552 |