You are using an older, insecure browser. For a fully supported experience, please update to Microsoft Edge.

EGR Barometer data are from the EdData II Early Grade Reading Assessment (EGRA) National Baseline Assessment in Mali (2015). A total of 149 schools were randomly selected by region and school type (curriculum, classique, medersa) in the Koulikoro, Sikasso, and Ségou regions of Mali. Students in all school types were assessed in French, and students in curriculum schools also were assessed in Bamanankan. A total of 2,826 students were assessed in grades 2 and 4.

EGRA Subtasks

An EGRA measures children’s pre-reading and reading skills. The subtasks used in this assessment are described below.

Oral Reading Fluency (ORF)

The oral reading fluency (ORF) subtask measures how quickly and accurately a student can read. It is a core component of EGRA because it brings together lower-level reading skills (such as decoding and familiar word recognition) with how quickly and easily the student can read a given word (called automaticity).

Students were given a short, written passage on a topic that was familiar to them. They were asked to read it out loud “quickly but carefully” and were given 60 seconds from when they begin to read. The EGRA administrator timed the student, making note of any mistakes the student made while reading the words aloud. The score is reported as correct words per minute (cwpm).

Letter Sounds

The letter sounds subtask tests students’ ability to recognize letters and speak their corresponding sounds.

Students were presented with a sheet listing 100 letters and asked to read out loud as many as they could, as quickly and carefully as they could, in 1 minute. The EGRA administrator timed the child and recorded the number of correct letter sounds per minute (clspm).

Nonwords

The nonword subtask tests students’ skill in using letter-sound connections to figure out (“decode”) words. While many students learn to memorize a broad range of "sight" words, they need skills to decode less-familiar words.

In this subtask, students were given a list of 50 made-up words that do not exist in the language tested but follow a typical spelling/sound combination of the language. This ensures that the student is not recognizing the whole word and must “sound-out” the non-word in order to correctly read it. The student was asked to read out loud as many words as they could, as quickly and carefully as they could. The EGRA administrator timed the student and recorded the number of correct words per minute (cnwpm).

Familiar Words

The familiar word reading subtask is similar in format to the nonword reading subtask except that it presents the student with a grid containing words they are expected to be able to read at their grade level and have likely encountered before.

The students were instructed to read aloud as many words as they could in 1 minute. The EGRA administrator timed the student, making note of any mistakes the student made while reading the words aloud. The score is reported as correct words per minute (cwpm).

Vocabulary

Vocabulary is words and their meanings; this subtask measures what words students know. Research suggests children need to understand at least 90% of the vocabulary in a passage for comprehension to occur.

In this subtask, the EGRA administrator spoke words aloud and asked the student to “point” to their meaning (e.g., a body part, a simple object in the classroom). The administrator recorded the number of vocabulary words the student got correct, with no time limit.

Reading Comprehension

Comprehension is the main goal of reading—understanding what is read. Comprehension is a complex task that requires some ability in all other reading skills.

This subtask is paired with the ORF subtask. Depending on how much of the ORF passage the student was able to read, the EGRA administrator asked the student up to five questions about the story. The EGRA administrator recorded the number of questions answered correctly.

Year 2015
Grade(s) 2, 4
Language Bamanankan, French
Assessment EGRA
Assessment Type National Assessment
View Country Page

Regions Included in the Study

Not part of the study
Regions included in the study
Map of Mali

Key Findings

  • 1/2

    More than half of students in classique schools in all 3 regions were non-readers.

    Bar chart showing the percentage of students unable to read a single word of connected text in classique schools in Koulikoro, Segou, and Sikasso. Numerical values presented in bar chart: Koulikoro 67%, Segou 64%, Sikasso 79%.
  • 2/2

    More than half of students in curriculum schools in all 3 regions were non-readers.

    Bar chart showing the percentage of students unable to read a single word of connected text in curriculum schools in Koulikoro, Segou, and Sikasso. Numerical values presented in bar chart: Koulikoro 58%, Segou 64%, Sikasso 73%.

Program Details

More detailed information can be found in Early Grade Reading Assessment (EGRA) National Baseline Assessment in Mali report.