2015年-世界发展银行全球_Myanmar_Early_Grade_Reading____________Assessment_for_the_Yangon_Region___2014_Results_Report_84页_1mb

Myanmar Early Grade Reading Assessment (EGRA) for the Yangon Region: 2014 Results Summary

Core Content

The Myanmar Early Grade Reading Assessment (EGRA) for the Yangon Region (2014) is part of the Country Education Sector Reform (CESR) initiative, aimed at improving the quality of education and establishing learning achievement baselines. The report outlines the status of early grade reading skills, factors influencing reading performance, and policy recommendations for enhancing literacy outcomes.

Main Objectives

• To adapt and test the EGRA tool in the Myanmar language.
• To assess the current reading ability of students in early grades.
• To identify factors affecting reading performance.
• To provide policy guidance based on EGRA findings.

Key Findings

1. Adaptation of EGRA in Myanmar

• The EGRA tool was successfully adapted for the Myanmar language and tested in the Yangon Region.
• It consists of eight subtasks, but Subtask 2 ("initial sound identification") and Subtask 3 ("letter sound knowledge") may need redesign or removal in future versions.
• The data from the six functional subtasks still provides a reliable picture of early grade reading skills.

2. Status of Early Grade Reading Skills

• Despite relatively good performance in oral reading fluency compared to other countries, worrying gaps in reading comprehension remain.
• 10% of second graders could not read a single word.
• 27% of second graders who could read did not understand the text they read.
• Curriculum expectations are not being met by students in all three grades.
• Reading comprehension is stronger when reading aloud than when reading independently, indicating a need for improved independent reading skills.

3. Factors Affecting Reading Performance

• Non-school factors such as socio-economic status, family support, and homework assistance significantly influence reading performance.
• School quality and teaching practices also play a role in mitigating or exacerbating these effects.
• Teacher training, use of teaching materials, and classroom environment are key areas that can be improved to support better reading outcomes.

Methodology and Analysis

• The study used bivariate and multivariate analyses to explore the factors affecting reading performance.
• Reliability and validity of the EGRA tool were evaluated, with internal consistency and predictive power of subtasks assessed.
• Variance decomposition and coefficient analysis were used to identify the most significant predictors of reading success.
• The report emphasizes the need for further research to understand the impact of assessments and specific teaching techniques.

Recommendations for Policymakers

1. Expand EGRA Research and Capacity Building

   • Improve the EGRA tool and its administration.
   • Strengthen assessment capacity within the Ministry of Education.
   • Include a math component in future assessments.
   • Adapt EGRA for ethnic languages to ensure broader coverage.

2. Establish Measurable Reading Standards

   • Develop short diagnostic tests and train teachers to assess and report progress.
   • Define reading performance standards for early grades.
   • Integrate these standards into pre- and in-service teacher training.

3. Design Targeted Interventions

   • Launch public awareness campaigns to promote daily reading at home.
   • Increase access to reading materials through school libraries and reading corners.
   • Improve instruction quality by training teachers to use textbooks effectively.
   • Enhance monitoring and evaluation systems to track student performance and compare across schools.

Context and Importance

• Early grade reading is critical to a child's overall learning and future educational success.
• Low primary completion rates (5%) highlight the urgency of improving reading skills.
• The CESR initiative aims to build a stronger knowledge base for education planning and policy-making.
• The EGRA results provide a baseline for future improvements in literacy and learning outcomes.

Conclusion

The 2014 EGRA in Yangon Region offers valuable insights into the current state of reading in Myanmar's early grades. It underscores the importance of school quality, teacher training, and family support in shaping reading outcomes. While the study has limitations, it serves as a foundation for future research and policy development in the education sector. The Ministry of Education is encouraged to use EGRA findings to prioritize interventions and improve learning standards in primary education.