The United States Agency for International Development (USAID) has been helping the Afghan government to increase children’s access to basic education since 2002.
The Early Grade Reading Survey project will acquire data and information on student reading ability in primary and community-based education schools, providing key information for the Ministry of Education and the international donor community to reform and improve early grade reading instruction.
The data collected through this study is intended to fuel broader discussion about challenges in early grade reading and to shape the Ministry of Education’s efforts to improve early grade reading outcomes.
ACTIVITIES
Make early grade reading materials available in local languages identified by the Ministry of Education.
Carry out a national assessment of second and fourth grade students’ ability to read and understand letters, familiar words and connected text, disaggregated by region, by type of school, by language and by gender.
Conduct a study of school management effectiveness and safety.
Hold national policy and dissemination workshops on the findings of the survey.
Assess the Ministry of Education’s capacity to implement early grade reading, and public-private partnerships that can support a national reading improvement program.
EXPECTED RESULTS
Establish one database of early grade reading materials that specifies for which language and grades early grade reading material has been designed.
Report on the results of the reading skills survey, including phonemic awareness, oral vocabulary, letter identification, familiar word reading, non-word reading, oral reading fluency and listening comprehension.
Publicize the survey results, and provide an analysis of policy and program changes needed to improve the quality of reading instruction.
Identify potential national and international partners interested in supporting a national reading improvement program.