“Ghana Early Grade Reading Program Impact Evaluation Report”

“This publication was produced at the request of the United States Agency for International Development. It was prepared independently by Social Impact, Inc. through Erika Keaveney, Dr. Andrew Epstein, Mike Duthie, and Billy Hoo with support from Michael Wang and Braden Agpoon.”

“This publication was made possible by the support of the American people through the United States Agency for International Development (USAID).”

EXECUTIVE SUMMARY

While Ghana has made significant progress over the past few decades in getting its children to school, the majority of young learners today struggle with even basic reading skills.

READ ALSO: UEW invites applications for 2022/2023 Vice-Chancellor’s Scholarship Fund

According to the 2015 National Early Grade Reading Assessment (EGRA), at least half of school children in the country were unable to read a single word by the end of P2, and only 2 percent were able to read grade-appropriate text with fluency and comprehension—regardless of language. While there are a multitude of factors
contributing to low performance among Ghana’s children, there is an ongoing, lively discussion among
education policymakers and practitioners on the role that language of instruction plays in supporting literacy acquisition in the early grades.

Attached is the full document for download.

SOURCE: Coverghana.com.gh