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Reading Programme (EGRP) is part of the DBEs Early Grade Reading studies led by the Research Coordination, Monitoring and Evaluation Directorate. It was implemented in collaboration with the North West Education Department and the Dr Ruth Segomotsi Mompati district. The study was supported and funded by UNICEF South Africa , Hempel Foundation and Zenex Foundation.  \nThis report was written by Lebogang Shilakoe, Tendayi Zhou, Tara Polzer Ngwato, Ling Ting (McClelland) and Martin Prew of Social Impact Insights Africa on behalf of Social Surveys Africa. The evaluation was led by Tendayi Zhou. The data collection was led by Lebogang Shilakoe, with the invaluable support of Siziwe Sangulukani, Gcobisa Yena and Tshepiso Tlhapi. Martin Prew provided expert technical support on early reading, instrument design and case studies. Kwame Gyekye and Ling Ting (McClelland) provided expert statistical support.  \nWe particularly appreciate the inputs and support of Stephen Taylor, Nompumelelo Mohohlwane, Kholosa Nonkenge, Thabile Manqele or the DBE’s Research Coordination, Monitoring and Evaluation Directorate. We also thank Fatima Adam of the Zenex Foundation and Andile Dube of UNICEF for their support and guidance as part of the Evaluation’s Project Management Team.  \nSuggested Citation: Zhou, T. , Shilakoe, L. , Polzer Ngwato, T. , Ting (McClelland), L. & Prew, M. (2024) Early Grade Reading Programme I Evaluation Findings Summary Report.  \nDepartment of Basic Education, Tshwane.  \nTable of Contents  \nExecutive Summary 6  \nIntroduction 9  \nBackground to the Early Grade Reading Programme 9  \nLiterature review 11  \nIntervention Design 13  \nExternal coaching model 16  \nDH coaching model 17  \nThe EGRP Design in International Comparison 17  \nThe EGRP Implementation Environment and Covid-19 18  \nEvaluation Design 20  \nEvaluation Questions 20  \nEvaluation Scope and Mixed Method Design 20  \nInstrument design 22  \nData analysis 24  \nImplementation Fidelity Findings 24  \nLTSM 27  \nPrinted reading materials 27  \nScripted lesson plans and other digital materials on tablets 27  \nTeacher Training 28  \nCoaching 30  \nExternal coach training 30  \nTraining for External coaches supporting DHs 31  \nDH coach training 32  \nExternal vs DH coaching coverage, dosage and quality 32  \nOutcome-level Findings 35  \nTeacher confidence 35  \nClassroom practice 37  \nEnabling and Constraining Factors in DH Coaching Practice 38  \nImpact-Level Findings (Learner Assessments) 39  \nLearner Results against Reading Benchmarks 39  \nComparison of Intervention Streams 42  \nHome Language and EFAL Composite Scores 42  \nDistribution of Impact by Learner Performance 44  \nInterpretation of Impact Results 45  \nThe viability of the DH model for application at scale 47  \nConclusions 49  \nRecommendations 50  \nReferences 52  \nTables  \nTable 1: Detailed intervention components of each intervention element ............................ 15  \nTable 2: School-based Respondent Surveys Sample Achievement .................................... 21  \nTable 3: Learner Assessment Sub-Tasks per Grade & Sub-Task Inclusion in PCA ............ 22  \nTable 4: Learner Sample Achievement ............................................................................... 23  \nTable 5: Training coverage and dosage .............................................................................. 29  \nTable 6: Home Language and English as a First Additional Language Regression Results 42  \nTable 7: Significant Regression Results translated into months of additional learning......... 43  \nFigures  \nFigure 1: Distribution of sampled schools across three sub-districts shown by intervention arm ..................................................................................................................................... 14  \nFigure 2: High-level Intervention Design..................................................","cbCaijjCL2mb6x8X","https://ap.wps.com/l/cbCaijjCL2mb6x8X","pdf",1878391,56,"English","# Executive Summary\n# Introduction\n## Background to the Early Grade Reading Programme\n## Literature review\n## Intervention Design\n## External coaching model\n## DH coaching model\n## The EGRP Design in International Comparison\n## The EGRP Implementation Environment and Covid-19\n# Evaluation Design\n## Evaluation Questions\n## Evaluation Scope and Mixed Method Design\n## Instrument design\n## Data analysis\n## Implementation Fidelity Findings\n## LTSM\n### Printed reading materials\n### Scripted lesson plans and other digital materials on tablets\n## Teacher Training\n## Coaching\n## Outcome-level Findings\n## Impact-Level Findings (Learner Assessments)\n## Conclusions\n## Recommendations\n# References","[{\"question\":\"What is the Early Grade Reading Programme (EGRP) evaluation report about?\",\"answer\":\"It summarizes the evaluation findings for the Early Grade Reading Programme, including implementation fidelity, coaching and LTSM elements, and learner impact based on reading assessment results.\"},{\"question\":\"How does the report describe the evaluation design and data collection approach?\",\"answer\":\"It outlines the evaluation questions, scope, and mixed-method design, including instrument design and data analysis procedures used to generate the findings.\"},{\"question\":\"What outcome and impact areas are covered in the evaluation?\",\"answer\":\"The report covers teacher confidence and classroom practice, enabling and constraining factors in coaching practice, and impact-level learner assessment results against reading benchmarks, including comparisons across intervention streams.\"}]","Early Grade Reading Programme Evaluation Findings Summary Report - June 2024 | PDF",1792378726,141]