AFGHAN CHILDREN READ - Early Grade Reading Barometer

AFGHAN CHILDREN READ

EARLY GRADE READING ASSESSMENT IN DARI LANGUAGE CONDUCTED IN THE PROVINCE OF HERAT APRIL 2018

REVISED MIDLINE REPORT

MAY 31ST, 2019

Submitted to: Creative Associates International COR: Abdul Alim Ghafary Contract No. 306-TO-16-00003 Submitted by: Creative Associates International Submission Date: May 31, 2019

1 | EGRA Midline Report ? Dari language, Afghan Children Read (Contract No. 306-TO-16-00003)

TABLE OF CONTENTS

TABLE OF CONTENTS............................................................................................................................... 2 List of Figures ...................................................................................................................................... 4 List of Tables ....................................................................................................................................... 4 Acronyms ............................................................................................................................................ 6

INTRODUCTION....................................................................................................................................... 7 Afghanistan Country Context.............................................................................................................. 8 Afghanistan Education Context .......................................................................................................... 9 Objectives ........................................................................................................................................... 9 Rationale ........................................................................................................................................... 10 Limitations ........................................................................................................................................ 10

THEORETICAL PERSPECTIVES ................................................................................................................ 12 Early Grade Reading..........................................................................................................................12 Factors That Influence Early Grade Reading ..................................................................................... 13 Early Grade Reading in Multilingual Settings....................................................................................13 Why EGRA? ....................................................................................................................................... 13

RESEARCH METHODOLOGY .................................................................................................................. 16 Research Design ................................................................................................................................ 16 Research Questions .......................................................................................................................... 16 EGRA Instrument Adaption...............................................................................................................17 Selection of Sub-Tasks ...................................................................................................................... 17 Scoring Process ................................................................................................................................. 18 Sampling Method..............................................................................................................................19 Selection and Training of Assessors .................................................................................................. 21 Data Collection and Cleaning ............................................................................................................ 21 Data Analyses and Interpretation ..................................................................................................... 21

GENERAL FINDINGS...............................................................................................................................24 Reliability of Sub-Tasks ..................................................................................................................... 24

2 | EGRA Midline Report ? Dari language, Afghan Children Read (Contract No. 306-TO-16-00003)

Item Quality on the EGRA Administration ........................................................................................ 25 Relationship Between Oral Reading Fluency and Reading Comprehension .................................... 25 EGRA Benchmarking ......................................................................................................................... 26 BASELINE VS. MIDLINE EGRA RESULTS IN PUBLIC SCHOOLS FOR THE PROVINCE OF HERAT...............29 Overall Baseline vs. Midline EGRA Results for Grade 2 Dari.............................................................29 Baseline vs. Midline EGRA Results by Gender .................................................................................. 33 Baseline vs. Midline EGRA Results by School Location ..................................................................... 36 Baseline vs. Midline EGRA Results by Gender and Location.............................................................39 Baseline vs. Midline EGRA Results by School Type ........................................................................... 42 BACKGROUND FACTORS ASSOCIATED WITH STUDENT READING PERFORMANCE .............................. 47 Student Background Factors ? Results Baseline and Midline Multiple Regressions ........................ 48 Teacher Background Factors ? Results of Baseline and Midline Multiple Regressions....................51 Principal Background Factors ? Results of Baseline and Midline Multiple Regressions...................53 GENERAL CONCLUSIONS AND IMPLICATIONS ...................................................................................... 56 REFERENCES .......................................................................................................................................... 60 Appendix 1. The EGRA Subtasks ........................................................................................................... 62 Appendix 2. Sampling Method..............................................................................................................63 Appendix 3. Factors Associated with Student Reading Achievement for Dari ..................................... 65 Results of Analyses of Students' Contextual Variables.....................................................................66 Results of Analyses of Teachers' Contextual Variables.....................................................................71 Results of Analyses of Principals' Contextual Variables....................................................................76 Appendix 4: Comparison of Baseline and Midline Factors Associated with Reading Achievement.....82 Comparison of Analyses of Student Contextual Variables................................................................ 82 Comparison of Analyses of Teachers' Contextual Variables.............................................................85 Comparison of Analyses of Principals' Contextual Variables............................................................86

3 | EGRA Midline Report ? Dari language, Afghan Children Read (Contract No. 306-TO-16-00003)

List of Figures

Figure 1: Oral Reading Fluency and Reading Comprehension ................................................... 26 Figure 2: Average Syllables/Words Per Minute for Timed Tasks ............................................... 30 Figure 3: Percentage of Zero Scores for Timed Tasks.................................................................. 30 Figure 4: Average Percent-Correct Scores for Untimed Tasks .................................................. 31 Figure 5: Percentage of Zero Scores for Untimed Tasks ............................................................. 31 Figure 6: Percentage of Students in Performance Levels............................................................ 32 Figure 7: Average Syllables/Words Per Minute for Timed Tasks by Gender .......................... 33 Figure 8: Average Percent-Correct Scores for Untimed Tasks by Gender ............................. 34 Figure 9: Percentage of Students in Performance Levels by Gender ........................................ 35 Figure 10: Average Syllables/Words Per Minute for Timed Tasks by School Location ........ 36 Figure 11: Average Percent-Correct Scores for Untimed Tasks by School Location ........... 37 Figure 12: Percentage of Students in Performance Levels by School Location ...................... 38 Figure 13: Average WPM for ORF by Gender and School Location.......................................... 39 Figure 14: Average Scores for RC by Gender Within School Location .................................... 40 Figure 15: Percentage of Students in Performance Levels by Gender & School Location... 41 Figure 16: Average WPM for Timed Tasks by School Type ........................................................ 42 Figure 17: Average Percent-Correct Scores for Untimed Tasks by School Type .................. 43 Figure 18: Percentage of Students in Performance Levels by School Type............................ 44

List of Tables

Table 1: The 5 Core Skills of Reading................................................................................................ 14 Table 2: Summary of EGRA Baseline Sub-tasks ............................................................................. 18 Table 3: Student Sample Sizes by Grade per Baseline and Midline ........................................... 20 Table 4: Teacher and Principal Sample Sizes per Baseline and Midline ................................... 20 Table 5: Baseline and Midline Student Sample Sizes for Dari Language Grade 2 ................. 23 Table 6: Baseline and Midline Teacher and Principal Sample Sizes for Dari Language ....... 23 Table 7: Comparison of Unweighted and Weighted Sample Sizes for the Midline ............... 23 Table 8: Reliability Coefficients for EGRA Sub-tasks for Dari ..................................................... 24

4 | EGRA Midline Report ? Dari language, Afghan Children Read (Contract No. 306-TO-16-00003)

Table 9: Descriptions of Performance Levels .................................................................................. 27 Table 10: Early Grade Reading Benchmarks in Oral Reading Fluency Scores ........................ 28 Table 11: Results of Multiple Regression Analyses for Student Background Factors ............ 49 Table 12: Results of Multiple Regression Analyses for Teacher Background Factors ........... 52 Table 13: Results of Multiple Regression Analyses for Principal Background Factors........... 54 Table 14: Summary and Conclusions for Herat .............................................................................. 57 Table 15: Final Sample Herat .............................................................................................................. 64 Table 16: Student Characteristics and their Relationship to ORF ............................................. 67 Table 17: Activities by Teachers and their Relationship to ORF ................................................ 68 Table 18: Student Absenteeism and its Relationship to ORF ...................................................... 68 Table 19: Student Home Support and its Relationship to ORF .................................................. 69 Table 20: Student Home Environment and its Relationship to ORF ......................................... 70 Table 21: School Environment and its Relationship to ORF ........................................................ 70 Table 22: Teacher Characteristics and their Relationship to ORF............................................. 72 Table 23: Teacher Activities and their Relationship to ORF ....................................................... 73 Table 24: Activities by Teacher Supervisor and their Relationship to ORF............................. 74 Table 25: School Environment and its Relationship to ORF ........................................................ 75 Table 26: Training Provided by Afghan Children Read and its Relationship to ORF ............. 76 Table 27: Principal Characteristics and their Relationship to ORF............................................ 77 Table 28: Principal Activities and their Relationship to ORF ...................................................... 78 Table 29: Activities by Principals' Supervisors and their Relationship to ORF ....................... 79 Table 30: School Environment and its Relationship to ORF ........................................................ 80 Table 31: Training Provided by Afghan Children Read and its Relationship to ORF ............. 81 Table 32: Student Characteristics and their Relationship to ORF ............................................. 82 Table 33: Actions by Teachers and their Relationship to ORF ................................................... 83 Table 34: Student Absenteeism and its Relationship to ORF...................................................... 83 Table 35: Student Home Support and its Relationship to ORF .................................................. 83 Table 36: Student Home Environment and its Relationship to ORF ......................................... 84 Table 37: School Environment and its Relationship to ORF ........................................................ 84

5 | EGRA Midline Report ? Dari language, Afghan Children Read (Contract No. 306-TO-16-00003)

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