EGRA Presentation - For TOT

EGRA Training of Trainers
Islamabad, Pakistan
June, 2013
From Harm to Home | theIRC.org

What is Reading?

The ability to decode words AND
to understand the meaning of words
Identify the Understand

the
car sounds of
the letters:
[k] + [a] + [r]
meaning of
the word:

Learning to read is a social and interactive activity.
Students learn better if:

Learning to Read

Steps in Reading
Pre- Learning Reading

literacy to read to learn

Step 4
Step 3 ~Build vocabulary
~Change sounds by through reading
adding, deleting, ~Summarize
combining and stories, recall
substituting letters details, sequence
~Create meaning events, classify
Step 2
while reading information learned
~Use context to while reading
~See patterns in
words understand new ~Know fact versus
~Automatically read words opinion and explain
common words ("key" ~State information cause/effect and
words) learned while problem/solution
~Hear syllables in reading Identify confusing
Step 1 words ~Read larger words words and apply
~Understand text ~Make predictions in using letter-sound skills to understand
direction (left to stories; ask/answer knowledge ~Read with fluency
right, top to bottom) simple questions ~Continue to read and enjoy reading
~Know that words about reading with increasing
are made of sounds ~Use new vocabulary speed
and letters represent
sounds
~Name letters
How do we read?
Words go into working

See text and read words memory Short-term memory
Understand and learn
processes information
(7-12 seconds)
WHY EARLY GRADE
READING?

Reading is….
A foundational skill that leads to a better ability to learn;

from “learning to read” to “reading to learn”
A good marker for how well schools are doing in

general
Usually one of the major goals of parents who send

their children to school
10

3/21/2019 10
11
Why assess early grade reading skills?
• Identify gaps and target students’ skills early on

and prevent future reading failure
• Provide data, guide policies, inform decision-

makers, mobilize communities, motivate teachers
and school personnel
12

Results from 2012 EGRA in Jalozai
Component Early reading skill Skill demonstrated by student’s ability to:
Letter name knowledge Letter recognition Provide the name of upper- and lowercase letters in random
order (1 minute)
Letter sound knowledge Phonics Provide the sound of upper- and

lowercase letters distributed in
random order
Familiar word reading Word reading Read simple and common one- and
two-syllable words
Invented Word Reading Alphabetic principle Make grapheme-phoneme

correspondences (GPCs) through the reading of simple nonsense
Oral reading fluency with Oral reading fluency Read a text with accuracy, with little effort, and at a sufficient rate
Respond correctly to different types of questions, including literal and
comprehension with comprehension inferential questions about the text they have read
13

Subtest Grade 2 Grade 3 Grade 4
(Average Scores) Male Female Male Female Male Female
Letter
46.74* 37.76* 63.63* 45.09* 64.86 53.25
Identification
Phonemic
28.98 29.13 38.91 34.93 43.36* 26.55*
Awareness
Familiar Word
27.77 21.78 34.45 30.01 40 28.85
Reading
Invented Word
18.92 24.62 41.11 33.42 50.69 35.35
Reading
Oral Reading
18.05* 26.91* 42.61* 29.71* 50.97* 31.00*
Fluency
Reading
0.76* 1.39* 1.30 1.16 1.14 0.95
Comprehension
14

WHY EGRA?
15

Why EGRA?
EGRA measures the skills children need to successfully
learn to read.
EGRA can provide information that will help to design

changes in:
– Teacher Education
– Curriculum and Materials
– Monitoring Students Progress
– Reading Instruction
16

How is EGRA administered?
Individual oral evaluation lasting about 15 minutes
per student
Random sample of students in each school
Timed sub-tests (1 minute) covering essential

reading skills proven by extensive research:
• letter sounds, initial word sounds, word-reading, non-
word reading, and text-reading-comprehension
segments
17

Why measure oral reading?
• Oral reading fluency and comprehension are good
predictors of later reading ability
• Paper and pencil tests can’t show reading

comprehension
• Elements of oral reading are in accord with curricular

frameworks around the world
EGRA: contextually appropriate
Meets the needs of low income context

• Cheap: low resource
• Low stakes, informal
19

EGRA: Age-appropriate
Meets the needs of early grade children

• Oral approach: appropriate for young readers
• Quick: 15 minutes/child, 8 simple tasks, quick to analyze
20

EGRA: Adaptable
Adaptable to different linguistic contexts

• Piloted in more than 20 languages
• Adapted by not simply translating, but by careful,

specific modification
21

Support for EGRA: Relevant skills
Component Skill
Letter name knowledge Letter recognition
Letter sound knowledge Phonics
Familiar word reading Word reading
Unfamiliar non word Alphabetic principle

reading
Oral reading fluency Oral reading fluency
Listening comprehension Listening comprehension
22

Conclusion
• EGRA meets the particular needs of IRC’s
context:
• Quick to implement and analyze
• Inexpensive and low resource
• Accessible to stakeholders
• Designed for early grades
• Tests pre-reading skills
• Targets children at the right age for long-term results
in learning success
23

WHAT IS EGRA?
24

EGRA: A Diagnostic Tool
• Measures performance in early grade reading
skills and, by extension, an education system’s
success in enabling children to learn.
• EGRA does not reflect a particular method of

reading instruction, but rather measures reading
skills that can be targeted through interventions.
25

EGRA: Administration
• A trained assessor orally conducts one-on-one
assessments using an adapted instrument and
stimulus
• Administration takes about 15 minutes per child
• Requires a quiet place, two pens or pencils,

clipboard, stopwatch, copies of the instruments
and a treat for the student.
26

Questions?
Thank you!
Thank you!
27

Subtests and Scoring

2
EGRA administration
29
Material:
Assessor’s Tool and Children’s Tool
30
The Assessor’s
Tool
Instructions to
read to the child
are in the box
Instructions for
the
administration
are outside the
box
A copy of the
Children’s Tool
for marking the
errors and score.
31
The Children’s Tool
 Contains the material you ‫أ ن و‬

present to the child
‫ي و غ ر هـ ك س ج ق ت‬
 For reading comprehension, ‫ذ ش‬ ‫ظضط عش ز ل ح‬
they will not see the
questions you will ask, so ‫سز‬ ‫ن فث م خ ي ر ن‬
there is no page for that.
‫ث م خ أ ب د صج ق ل‬
32
1. Hold your clipboard, with
your stopwatch in your
non-dominant hand.
2. Place your pen or pencil in
your dominant hand.
3. Slant your clipboard so it
points toward the
student’s forehead.
4. Practice turning your
stopwatch on and off while
holding the clipboard,
www.rti.org stopwatch and pencil
3
Press M+S =
reset to 0
Press M  add
1 minute
Press start/stop
 start
At beep press
start/stop
Incorrect answers and omissions – put a slash through
incorrect answers and non-responses (/ )
Skipped lines – draw a line through any row of words or
letters skipped
Self corrections - circle the item already slashed through
(C) if student self-corrects within 3 seconds,
and score as correct (time is used)
Dialectical differences – score as correct
3
 Bracket the last letter/word: Put a bracket (  ) after the
last letter or word the child read correctly
 Time recording: record time when the child stopped in

the space provided
3
 3-second rule: If a child hesitates to answer for more
than three seconds on a given item, mark the item
incorrect and ask the child to go on
 Early stop rule: If a child is unable to provide a correct

answer on any item in the first row or section of a
subtest, thank the child, mark the box at the bottom of
the scoring page, discontinue the subtest and move on
to the next subtest
 Timed instruments: Several of the instruments have a

ONE-MINUTE limit, in order to measure the child’s
FLUENCY, the ability to rapidly process information.
These instruments require the use of a stopwatch.
3
Section 1: Letter Sounds
38

Why letter sounds?
Letter sounds measures a student’s ability to make a
connection between the sound of a letter and its
symbol.
Using rules of sound/symbol correspondence is a

foundational reading skill
If we don’t know if a student knows the sounds of the

letters, we cannot guess why s/he may not be able to
read.
In order to read effectively, a student must attain a level

of automaticity in recognizing letters.
39
This task measures the child’s
ability to recognize letter
sounds by producing the
sound represented by each
letter.
Read the instructions on the

Assessor’s Tool
 Present the Children’s

Tool to the student
40
 Start the stopwatch
 While the child reads, note the incorrect
responses
Put a slash through the letters that the

child reads incorrectly.
If the child is blocked on a letter, you may

move him/her to the next one after 3
seconds.
At the end of 60 seconds, put a bracket

after the last letter read.
41 RAPPEL: nous ne montrons pas la réponse ni ne corrigeons l’élève

If the timer goes off, ask the student to
stop. The time remaining is 0 seconds.
 1. Put a bracket where the student
finished reading
 2. Record 0 as the time remaining on
the stopwatch in the appropriate box.
If the student reads all the letters in less

than 60 seconds (before the stopwatch
goes off),
1. Put the bracket at the end of the
section (because that is where the
student stopped reading)
2. Record the number of seconds
remaining on the stopwatch in the
appropriate box
42
Autostop:
If the student does not give a single
correct answer in the first line of
letters, stop this section and move
to the next activity.
Mark the box “autostop”
43
‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫ـتـِ‬ ‫ـقـِ‬ ‫جـِ‬ ‫ـسِ‬ ‫كـِ‬ ‫ـهـِ‬ ‫ِر‬ ‫غـِ‬ ‫ِو‬ ‫ـيـِ‬ ‫)‪(10‬‬
‫ـشِ‬ ‫ذِ‬ ‫ـحـِ‬ ‫ـلِ‬ ‫زِ‬ ‫ـشِ‬ ‫ـعـِ‬ ‫ـطـِ‬ ‫ـضـِ‬ ‫ـظِ‬ ‫)‪(20‬‬
‫ـزِ‬ ‫ـسـِ‬ ‫نـِ‬ ‫ـرِ‬ ‫يـِ‬ ‫ـخـِ‬ ‫ـمِ‬ ‫ثـِ‬ ‫فـِ‬ ‫ـنـ‬ ‫)‪(30‬‬
‫لــ‬ ‫قـِ‬ ‫ـجـ‬ ‫ـصـِ‬ ‫ـدِ‬ ‫ـبــ‬ ‫أِ‬ ‫خـِ‬ ‫ـمـِ‬ ‫ـثـِ‬ ‫)‪(40‬‬
‫حـِ‬ ‫ـذِ‬ ‫دِ‬ ‫بــ‬ ‫ـوِ‬ ‫ـفـ‬ ‫ـصِ‬ ‫عـِ‬ ‫ـطـِ‬ ‫أِ‬ ‫)‪(50‬‬
‫العددِبالضبطِللثانيةِالمتقيةِالتيِتشيرِإليهاِساعةِالتوقيت‪.‬‬
‫‪‬‬ ‫‪0‬‬ ‫‪Nombre exact de secondes restantes indiquées sur le chronomètre‬‬
‫ضع العالمة هنا إذا تم إيقاف التدريب نظراً لعدم إجابة صحيحة للسطر األول (الوقوف الذاتي)‬
‫‪‬‬ ‫)‪Cochez ici si l’exercice a été arrêté par manque de réponses correctes à la première ligne (auto-stop‬‬
‫‪Crochet‬‬ ‫‪#Incorr‬‬ ‫غير‬ ‫‪Codes :‬‬ ‫! ‪Merci bien ! On peut passer à la prochaine activité‬‬
‫عالمة‬ ‫صحيح‬
‫كود‪:‬‬ ‫شكرا جزيال يمكننا متابعة النشاط التالي‬

‫‪29‬‬ ‫‪5‬‬
‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫‪0‬‬ ‫‪Nombre exact de secondes restantes indiquées sur le chronomètre‬‬

‫‪34‬‬ ‫‪9‬‬
‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬

‫‪50‬‬ ‫‪4‬‬
‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫‪‬‬ ‫‪Nombre exact de secondes restantes indiquées sur le chronomètre‬‬
‫‪X‬‬ ‫)‪Cochez ici si l’exercice a été arrêté par manque de réponses correctes à la première ligne (auto-stop‬‬
‫كود‪:‬‬
‫‪‬‬ ‫‪‬‬ ‫شكرا جزيال يمكننا متابعة النشاط التالي‬
SECTION 2: Letter Name Identification
48
48 From Harm to Home | theIRC.org

Section 2: Letter Name Identification
This task measures the child’s
ability to recognize letters.
Read the instructions on the

Assessor’s Tool
 Present the Children’s

Tool to the student
49
finished reading
If the student reads all the letters in less

goes off),
student stopped reading)
appropriate box
50
Autostop:
correct answer in the first line of
letters, stop this section and move
to the next activity.
Mark the box “autostop”
51
‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬

‫‪34‬‬ ‫‪9‬‬
‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫‪‬‬ ‫‪Nombre exact de secondes restantes indiquées sur le chronomètre‬‬
‫‪X‬‬ ‫)‪Cochez ici si l’exercice a été arrêté par manque de réponses correctes à la première ligne (auto-stop‬‬
‫كود‪:‬‬
‫‪‬‬ ‫‪‬‬ ‫شكرا جزيال يمكننا متابعة النشاط التالي‬
SECTION 3: Invented words
(unfamiliar words)
54

Why read invented words?
Memorization does not work for invented

words
Therefore, reading invented words shows us

a student’s ability to apply phonics rules in
order to decode an unfamiliar word.
This skill will help students when they come

across new words in more difficult texts.
55
Section 3: Reading invented words
This section tests students’

ability to use their knowledge
of letter sounds to decode a
new word
Read the instructions in the box

aloud to the student.
Present the Children’s Tool to

the student
56
responses
Put a slash through the words that the

If the child is blocked on a word, you

may move him/her to the next one
after 3 seconds.

after the last word read.
57
stop. The time remaining is 0
seconds.
finished reading
0
If the student reads all the words in less
than 60 seconds (before the
stopwatch goes off),
section (because that is where
the student stopped reading)
remaining on the stopwatch in
the appropriate box 9
58
Autostop:
correct response in the first line
of words, stop the section and
move to the next activity.
Mark the box, “autostop”
59
SECTION 4: Reading Familiar Words
60

Section 4: Reading familiar words
This section tests students’

ability to automatically read
words


the student
61
responses


after 3 seconds.

62
stop. The time remaining is 0
seconds.
finished reading
0
If the student reads all the words in less
than 60 seconds (before the
stopwatch goes off),
section (because that is where
the student stopped reading)
remaining on the stopwatch in
the appropriate box 9
63
Autostop:
correct response in the first line
of words, stop the section and
move to the next activity.
64
SECTION 5: Reading Fluency
65

Why Reading Fluency?
A certain level of fluency is necessary for
reading comprehension.
A person’s memory is estimated to hold
about 7-10 items at once. If a person
doesn’t read about 40-60 words per
minute at a minumum, his memory cannot
retain all the information to support
comprehension.
There is a strong correlation between
reading fluency and reading
66 comprehension.
Section 3: Reading Fluency
This task measures a student’s

reading fluency: how many
words the student can read
correctly in one minute.


the student
67

responses


after 3 seconds.

68
finished reading
 2. Record 0 as the time remaining on 0
If the student reads the whole text in less

goes off),
student stopped reading) 3
appropriate box
69
Autostop:
If the student does not give a
single correct response in the
first line of words, stop the
section and move to the next
activity.
70
SECTION 6: Reading Comprehension
71

Why Reading Comprehension?
Reading comprehension involves two skills: decoding
and understanding
Even if a student can pronounce the words in a text, we

don’t know if the student can understand the text.
Reading comprehension is fundamental for success in

all subject areas across the curriculum.
The objective of primary school is to give students basic

skills to prepare them for more advanced studies,
and perhaps the most important basic skill is reading.
72
This task measures the

student’s understanding of
the text that s/he has just
read aloud.
to the student.
This task is presented orally.
There is no Children’s Tool
for this task.
73
 Only ask the questions that correspond to the lines the student read.
In this example, the student only read the first two lines, so one only asks the
first two questions.
Mark if the response is correct or incorrect or if the student does not answer.
Do not ask the other questions
74
‫للتلميذ‪ /‬للتلميذةًفيًالصفحةًالسادسةًمنًنموذجًالتلميذ‪/‬التلميذةًوقلًله‪ .‬اآلنِأريدِمنكِأنِتقرأِبصوتِعالِهذهِالقصةِحاولِقراءتهاِبسرعةِوِدقةِ‪ .‬ثمِسوفِأوجهِلكِبعضِاألسئلةِمستعدِ؟ (شغلً‬ ‫قل للتلميذ‪/‬التلميذة اآلن تجيب علي بعض األسئلة حول القصة‬
‫ساعةًالتوقيتًبالضغطًعليًالزرً ‪)« START / STOP‬‬
‫إجابة التلميذ‪/‬التلميذة‬
‫‪Code‬‬ ‫‪Pas de‬‬ ‫‪Correct‬‬

‫‪Incorrecte‬‬
‫‪rép‬‬ ‫‪e‬‬ ‫األسئلة‬
‫كود‬ ‫غير صحيح‬
‫ال إجابة‬ ‫صحيح‬
‫الخريف‬ ‫‪1‬‬
‫‪X‬‬
‫الخريفِأجملِفصولِالسنةِفيهِتهطلِاألمطارِوِتمتلئِالجدوالِوِ‬ ‫‪ . 1‬لماذاِالخريفِأجملِفصولِالسنة؟‬
‫‪16‬‬ ‫(فيهِتهطالألمطارِوِتمتلئِالجداولِوِِ‬
‫الخيرانِوِاألوديةِبالماء‪.‬‬ ‫‪ ‬الخيرانِوِاألوديةِبالماء)‬
‫وِفيهِتنبتِالنباتاتِوِاألعشابِوِالحشائشِاألخضرِوِتخضرِ‬ ‫‪X‬‬ ‫‪ .2 ‬متىِتهطلِاألمطار؟‬

‫‪35‬‬ ‫(فيِفصلِالخريف)‬
‫األشجارِوِفيهِيزرعِالناسِالمحاصيلِالزراعيةِمثل‬
‫الذرةِوِالدخنِوِالسمسمِوِالفولِالسودانيِوِالبطيخِوِأنواعِ‬ ‫‪X‬‬ ‫‪ .3‬هلِفيِالخريفِفائدةِللناسِ؟‬
‫‪51‬‬ ‫(نعمِفيهِيزرعِالبزوروِأنواعِشتىِمنِالمحصيل)‬
‫شتىِمنِالمحاصيلِالتغذيةِ‪،‬‬
‫وِترعىِالحيوانات‪.‬‬ ‫‪54‬‬ ‫‪X‬‬ ‫‪ .4‬هلِتهطلِاألمطارِفيِمنطقتكمِكلِسنة؟‬
‫(نعم)‬
‫وِفيهِتدخلِالسرورِوِالبهجةِفيِالنفوسِالناسِوِفيهِيذهب‬ ‫‪ .5‬ماِهيِالمحاصيلِالتيِتزرعِفيِمنطقتكم؟‬
‫‪70‬‬ ‫(الدخنِوِالفولِوالبطيخِ)‬
‫العطشِوِيفرحِالناس‪.‬‬
‫عددِالثانيةِالمتقيةِبالضبطِالذيِ‬
‫‪# de‬‬ ‫]عالمة‬ ‫‪#Incorr‬‬ ‫غير‬ ‫‪co‬‬
‫تشيرِإليهاِساعةِالتوقيت‪.‬‬
‫‪secondes‬‬ ‫‪cetChcorC‬‬ ‫صحيح‬ ‫‪de‬‬
‫‪s‬‬
‫‪0‬‬ ‫‪52‬‬ ‫‪6‬‬

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EGRA Training of Trainers

From Harm to Home | theIRC.org

From Harm to Home | theIRC.org

Identify the Understand

From Harm to Home | theIRC.org

From Harm to Home | theIRC.org

From Harm to Home | theIRC.org

Pre- Learning Reading

From Harm to Home | theIRC.org

Words go into working

From Harm to Home | theIRC.org

A foundational skill that leads to a better ability to learn;

A good marker for how well schools are doing in

Usually one of the major goals of parents who send

From Harm to Home | theIRC.org

• Identify gaps and target students’ skills early on

• Provide data, guide policies, inform decision-

From Harm to Home | theIRC.org

Letter sound knowledge Phonics Provide the sound of upper- and

Invented Word Reading Alphabetic principle Make grapheme-phoneme

From Harm to Home | theIRC.org

From Harm to Home | theIRC.org

From Harm to Home | theIRC.org

EGRA can provide information that will help to design

From Harm to Home | theIRC.org

Random sample of students in each school

Timed sub-tests (1 minute) covering essential

From Harm to Home | theIRC.org

• Paper and pencil tests can’t show reading

• Elements of oral reading are in accord with curricular

Meets the needs of low income context

From Harm to Home | theIRC.org

Meets the needs of early grade children

From Harm to Home | theIRC.org

Adaptable to different linguistic contexts

• Adapted by not simply translating, but by careful,

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Letter sound knowledge Phonics

Familiar word reading Word reading

Unfamiliar non word Alphabetic principle

Listening comprehension Listening comprehension

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• EGRA does not reflect a particular method of

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• Administration takes about 15 minutes per child

• Requires a quiet place, two pens or pencils,

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 Contains the material you ‫أ ن و‬

Dialectical differences – score as correct

 Time recording: record time when the child stopped in

 Early stop rule: If a child is unable to provide a correct

 Timed instruments: Several of the instruments have a

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Using rules of sound/symbol correspondence is a

If we don’t know if a student knows the sounds of the

In order to read effectively, a student must attain a level

Read the instructions on the

 Present the Children’s

Put a slash through the letters that the