ABOUT THE DATA
The EGRA assessment is based on a strong conceptual framework that specifies how children learn to read across a variety of alphabetic languages. The EGRA assessments, however, are designed to be sensitive to particular linguistic contexts. Consequently, the various EGRA assessments use slightly different measures for the various subtasks. In this section we provide information about each of the measures included in this web application and units in which they are measured. More detailed information about the implementation of EGRA and the specific measures may be found in Egypt Grade 3 Early Grade Reading Assessment Baseline. .
In order to preserve the privacy and confidentiality of students, teachers, and administrators as well as to provide a reasonable number of cases for statistical estimates, results based on fewer than 10 cases are not shown. A pound symbol (#) is used for tabular results that have been suppressed. In figures, a filled circle (•) is used for data points that are suppressed.
|Oral Reading Fluency||Children were given a 57-word story with diacritics shown for all words and were asked to read it aloud in one minute. Before starting, each child was instructed to pay attention to the story as they read because he or she would be asked questions about the story after finishing. The oral reading fluency score was the number of correct words read per minute (cwpm).|
|Letter Sounds||Children were shown a chart containing 100 letters with diacritics arranged in 10 rows each with 10 letters. Students were asked to produce the sounds associated with each letter as quickly and accurately as they could within one minute, yielding a score of correct letters per minute (clpm).|
|Nonwords||Children were asked to read a chart of 50 pronounceable made-up words (invented or nonsense words) with diacritics arranged in 10 rows of 5 words each. Children were asked to correctly sound out as many nonwords as they could within one minute, yielding a score of correct nonwords per minute (cnonwpm).|
|Reading Comprehension||After completing the oral reading fluency passage, or the one minute ended, the story was removed. The assessor then asked 6 questions that required children to either recall basic facts or infer information based on the passage or the part they read. All children that read more than the first line (8 words) of the story were asked all six questions. The reading comprehension score was the number of correct answers, with a maximum possible score of 6. This subtask was untimed but students who did not reply to a specific question within ten seconds were scored as “No Reply” on that question. Each question was asked only once with no repeat.|
|Listening Comprehension||The examiner read clearly and at moderate pace (approximately 0.5 seconds per word) a short narrative story of 71 words to the children. Before starting, the assessor instructed each child to listen carefully as he or she would be asked several questions about the story. After hearing the passage, each child was asked all 7 questions, always in the same order and exactly as written in Modern Standard Arabic. The listening comprehension score was the total correct answers, with a maximum possible score of 7. This subtask was untimed but students who did not reply to a specific question within ten seconds were scored as “No Reply” on that question. Each question was asked only once.|
|Child Answered 80% or More Correctly||Constructed variable based on the percentage of reading comprehension questions answered correctly.|
|Total Correct MAZE Reading Comprehension Questions||Children were given a passage of some 140 words, without diacritics, to read aloud. On nearly every line of the passage, a single word was replaced with a multiple-choice selection of three words. All three words in each selection shared the same grammatical category (e.g., nouns, adjectives, verbs, etc.). For each selection, students were asked to identify the word that best fit the story. The passage included 14 of these multiple-choice word selections. This was a timed subtask and children were given three minutes to read the passage and select the best word for each selection. The Maze comprehension score was the total number of correct words selected, with a maximum possible score of 14. Children who read all three words in a selection without clearly selecting the best one were scored as “No Reply” for that selection.|