Early Grade Reading Study II 2017, Wave 2

The Early Grade Reading Study focused on the early learning of English as a second language. In the study, learner assessments collected data on the following: English Word Recognition and Oral Reading Fluency; English Oral and Written Reading Comprehension; English Productive Vocabulary and Oral Comprehension; Letter Recognition; Home Language Oral Reading Fluency and comprehension.

• The study also collected data from parents, teachers and principals, using a separate questionnaire for each.

• The parent questionnaire collected data on parents' highest level of education, home-language, English spoken and read at home, and learners' television viewing, as well as ownership of household goods, and in-country travel. Parents were also asked about learner's school absenteeism.

• The teacher questionnaire collected data on teachers' age and sex, qualifications and experience, and reading habits. Teachers were also asked about their class sizes, multi-grade classes, learner absenteeism, and school days missed. Data was also collected on preferred teaching areas, the challenges teachers face in teaching English as a second language, support and development they receive from the school, and their use of technology for teaching. The teacher survey included a short English language test. The enumerator collecting data from teachers also recorded information on classroom facilities and materials.

• The school principle questionnaire elicited data on principals' age, and the school's EMIS number, the number of Grade one learners and Grade 1-3 teachers, parents' employment status and attendance at school meetings, and school infrastructure. Data was also elicited on the foundation phase and challenges faced in teaching English as a second language. During the principal's interview enumerators also recorded information on teacher attendance and the condition of the school grounds and buildings.