Reading for Ethiopia’s Achievement Developed (READ)

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Date of Operation: 2012 - 2017

Primary Implementing Partner: Research Triangle Institute International (RTI)

Other Implementing Partners: Save the Children, SIL Lead, Inc., Florida State University (FSU), Inveneo, WhizKidz, and Visions in Action

Regions of Operation: Nationwide

Goal: Improve reading comprehension and writing proficiency in primary schools as the foundation for future learning, covering seven of the major Ethiopian languages and English

Objectives:

  • Create the first-ever reading curriculum for Ethiopia (based on the results and recommendation of the Early Grade Reading Assessment)
  • Provide technical assistance to the regional educational bureaus in Ethiopia to improve the quality of teacher training and teaching of reading and writing in primary schools in Ethiopia
  • Support the printing and distribution of the new textbooks and materials to ensure every student has a book
  • Conduct community based reading and writing campaigns nationwide
  • Develop the necessary tools and training at teacher training colleges in Ethiopia to produce teachers who understand how to teach students how to read

Description:

USAID conducted the largest Early Grade Reading Assessment (EGRA) in Africa in 2010. Results of the EGRA revealed that the majority of students in Ethiopia are not reading at the appropriate levels of comprehension by the end of grade three. The Ministry of Education, USAID and all donors are taking swift action to correct the teaching of reading and writing in Ethiopia.

This program will focus on reading and writing nationwide. The goal of the program is that children should be fluent readers, in their home language, by the end of grade two.  Also, children who learn to read in their first language have an advantage in learning to read and write in English, which is a requirement in the Ethiopian education system and a necessary skill set for advancing in the education system.

Currently there is no specific reading curriculum in Ethiopia. In addition, teachers are not trained in how to teach reading. Given that reading is a foundation skill that directly links with academic success as it is a prerequisite for upper grades, Ethiopia will directly address reading in lower grades.

Expected Results:

  • Development of a reading curriculum
  • Improved teaching of reading and writing
  • Improved reading outcomes for 15 million primary school students