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by the National Department of Basic Education (DBE) and the North West provincial Education Department.  \nImplementation is done by Molteno Institute for Language and Literacy and funded by The Hempel Foundation in conjunction with UNICEF South Africa (SACO)  \nEvaluation is done by Social Surveys Africa (SSA) and funded by Zenex Foundation.  \nTable of Contents  \n1 Introduction 12  \n2 Background to the Early Grade Reading Programme 15  \n2.1 Theory of Change 17  \n2.2 Description of Interventions 21  \n2.3 Research site 24  \n3 Evaluation Design 25  \n3.1 Scope of the Evaluation 25  \n3.2 Intervention assignment and sample selection 26  \n3.3 Instrument development and piloting 28  \n3.4 Data collection 28  \n3.4.1 Recruitment and training 28  \n3.4.2 Sample Achievement Limitations 29  \n3.4.3 Fieldwork 31  \n3.4.4 Data cleaning 34  \n4 Midline Findings 35  \n4.1 Sample characteristics 35  \n4.1.1 School-level characteristics 35  \n4.1.2 Learner characteristics 37  \n4.1.3 Caregiver characteristics 39  \n4.1.4 Teacher characteristics 41  \n4.1.5 Departmental head characteristics 45  \n4.1.6 Principal sample characteristics 46  \n4.2 Midline learner assessment results 47  \n4.2.1 Description of Learner Assessment subtests 48  \n4.2.2 Learner Test Scores 50  \nSub-task 1: Rapid Object Naming (RON) 56  \nSub-task 2: HL Letter-Sound Knowledge 59  \nSub-task 3: HL Word Recognition 61  \nSub-task 4: HL Word Recognition and Writing – Group Task 62  \nSub-task 6: HL Comprehension 67  \nSub-task 7: EFAL Oral Reading Fluency 69  \nSub-task 8: EFAL Comprehension 70  \nSub-task 9: EFAL Word sound knowledge 71  \nSub-task 10: HL Complex Consonant Sound Knowledge 73  \n4.2.3 Composite Index Analysis 75  \n4.2.4 Evaluation of Intervention arms on performance (after one year of implementation) and  \nBalance Test 76  \n4.3 Overall Learner Performance 79  \n4.4 Influence of Gender on the Learner Performance 81  \n4.5 Influence of context variables on learner test scores 89  \n4.5.1 The influence of learner characteristics on learner test scores 89  \n4.5.2 The influence of parent characteristics on learner test scores 91  \n4.5.3 The influence of school Principal, socio-economic and school environmental factors on  \nlearner test scores 93  \n4.5.4 The influence of teacher attributes on learner test scores 95  \n5 Conclusions 97  \n6 Recommendations 98  \n7 References 100  \n8 Annexures 103  \nList of Tables  \nTable 1: Description of intervention arms and support offered 23  \nTable 2: Number of sampled schools 24  \nTable 3: Evaluation Questions 25  \nTable 4: Percentage of schools in PSRIP shown by strata 27  \nTable 5: Percent of schools whose DH attended training shown by strata 27  \nTable 6: Number of learners successfully tested per school 30  \nTable 7: Number of assessments and surveys conducted 31  \nTable 8: Number of learner assessments conducted 33  \nTable 9: Number of learner consent and background forms received 33  \nTable 10: Number of teachers interviews conducted 34  \nTable 11: School-level sample characteristics by intervention arm 37  \nTable 12: Learner self-reported sample characteristics by intervention arm 38  \nTable 13: Caregiver sample characteristics by intervention arm 39  \nTable 14: Teacher sample characteristics by intervention arm 41  \nTable 15: DH sample characteristics by intervention arm 45  \nTable 16: Principal sample characteristics by intervention arm 47  \nTable 17: Grade 1 learner assessment sub-tasks 48  \nTable 18: Grade 2 learner assessments sub-tasks 49  \nTable 19: Grade 1 Average Performance per sub-task 50  \nTable 20: Grade 1 Summary Statistics per sub-task 51  \nTable 21: Grade 2 Average performance per sub-task 52  \nTable 22: Grade 2 Summary Statistics per sub-task 52  \nTable 23: Grade 1 Subtest Correlation Matrix 54  \nTable 24: Grade 2 Sub-test Correlation Matrix 55  \nTable 25: Intra-class Correlation (Grade 1) 56  \nTable 26: Intra-class ","cbCaikyk8P0OdrxL","https://ap.wps.com/l/cbCaikyk8P0OdrxL","pdf",4736040,103,"English","# Introduction\n## Background to the Early Grade Reading Programme\n## Evaluation Design\n## Midline Findings\n## Conclusions\n## Recommendations\n## References\n## Annexures","[{\"question\":\"Who leads and funds the programme implementation and evaluation?\",\"answer\":\"The programme is led by South Africa’s National Department of Basic Education and the North West provincial Education Department. Implementation is done by Molteno Institute for Language and Literacy and funded by The Hempel Foundation with UNICEF South Africa, while evaluation is conducted by Social Surveys Africa and funded by Zenex Foundation.\"},{\"question\":\"What does the midline evaluation cover in terms of methods?\",\"answer\":\"The evaluation describes its scope, intervention assignment and sample selection, instrument development and piloting, data collection including recruitment and training, fieldwork, and data cleaning.\"},{\"question\":\"Which learner assessment areas are included in the midline findings?\",\"answer\":\"Midline learner assessment results include subtests such as Rapid Object Naming (RON), HL letter-sound knowledge, HL word recognition, HL comprehension, EFAL oral reading fluency and comprehension, EFAL word sound knowledge, HL complex consonant sound knowledge, plus composite index analysis and performance evaluation by intervention arms.\"}]","Early Grade Reading Programme Evaluation - Midline Report 2021 | PDF",1792378731,260]