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Reading Model Meta-Analysis

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Abstract:

Since 2007, the early grade reading assessment (EGRA) has helped ministries, donors and their partners to identify and correct instructional gaps in more than 60 countries around the world. This study leverages the results from some 40 applications of EGRA in 24 countries to examine the correlates of effective reading performance. Using data from both one-time and multi-year surveys, the paper identifies key trends in school, student, family and system characteristics and their relationship to performance on the basic skills measured by EGRA. An in-depth analysis of results from four USAID-supported randomized controlled trials (Egypt, Kenya, Liberia and Malawi) will also be presented, with particular attention given to the gain scores for each group and the contextualization and distribution of those gains. Implications of the findings, for ministries, donors and the global education community, will be discussed, particularly with respect to the preparation of a clear, measurable and actionable post-2015 learning goal and the recommendations from the UN High Level Panel and the Learning Metrics Task Force regarding that goal.
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Association:
Name: Comparative and International Education Society Annual Conference
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p729487_index.html
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MLA Citation:

Gove, Amber. "Reading Model Meta-Analysis" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada, <Not Available>. 2014-12-10 <http://citation.allacademic.com/meta/p729487_index.html>

APA Citation:

Gove, A. "Reading Model Meta-Analysis" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada <Not Available>. 2014-12-10 from http://citation.allacademic.com/meta/p729487_index.html

Publication Type: Panel Paper
Abstract: Since 2007, the early grade reading assessment (EGRA) has helped ministries, donors and their partners to identify and correct instructional gaps in more than 60 countries around the world. This study leverages the results from some 40 applications of EGRA in 24 countries to examine the correlates of effective reading performance. Using data from both one-time and multi-year surveys, the paper identifies key trends in school, student, family and system characteristics and their relationship to performance on the basic skills measured by EGRA. An in-depth analysis of results from four USAID-supported randomized controlled trials (Egypt, Kenya, Liberia and Malawi) will also be presented, with particular attention given to the gain scores for each group and the contextualization and distribution of those gains. Implications of the findings, for ministries, donors and the global education community, will be discussed, particularly with respect to the preparation of a clear, measurable and actionable post-2015 learning goal and the recommendations from the UN High Level Panel and the Learning Metrics Task Force regarding that goal.


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