Early Grade Reading Assessment (EGRA) Toolkit
The objective of this document is to provide practical guidance to ministries of education and their partner agencies to support the application of EGRA.
The document seeks to summarize a large body of research in an accessible manner, while providing practical, detailed tips for designing and conducting a sample-based, baseline EGRA to raise awareness and promote policy dialogue. The toolkit is not intended to be a comprehensive review of all reading research. In the interest of brevity and understanding, the toolkit does not cover all aspects of, and alternatives to, reading assessment. It should also be noted that EGRA is a work in progress; readers of this toolkit should check the EdData website for the latest instruments and updates. Furthermore, EGRA is not an “off-the-shelf” assessment—each new country application requires review of vocabulary and development of context-appropriate reading passages. Development of EGRA in local languages, especially when centrally located word/vocabulary lists are not widely available, requires considerable effort and should be done in conjunction with an expert in the local language (direct translation is not appropriate, as discussed in detail below). Finally, EGRA is designed to complement, rather than replace, existing curriculum-based pencil-and-paper assessments.