Policies

Tusome Early Grade Reading Activity

Context and Issue

Low learning outcomes are an area of increasing concern and interest in Kenya. A Uwezo household survey assessment (Uwezo 2016) showed no national-level changes in literacy outcomes from 2010 to 2014 despite implementing more than 25 interventions across Kenya in 2014. In order to tackle this problem, a narrower focus on early education was done through the introduction of Early Grade Reading Activity EGRA, which serves as a tool to provide insights into education systems and programs but does not constitute an intervention itself. Designed to assess essential literacy skills crucial for early reading, EGRA comprises various subtasks, each serving a distinct function. 

Solution 

Tusome (“Let’s Read” in Kiswahili) builds on research-based reading initiatives to create a sustainable and affordable national reading program in Kenya. It seeks to improve the English and Kiswahili skills of grade 1, 2, and 3 children in 24,038 primary schools nationwide.  The Early Grade Reading Assessment (EGRA) component tests students on foundational skills necessary for literacy acquisition. Eight EGRA subtasks assessed student abilities in four foundational reading skills: pre-reading, phonics, fluency, and comprehension. 

Impact

Results in one component based on the evaluation illustrate that the students have demonstrated notable improvements across all EGRA subtasks in both English and Kiswahili, with statistically significant results. Notably, the progress seen in Grade 2 English reading from the beginning to the end of the period is approximately equivalent to the advancement typically associated with an additional year of schooling.

Analysis

Understanding the complexities with regard to the context of community within society is vital for the effectiveness of this solution.