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Problematizing early grade reading: Should the post-2015 agenda treasure what is measured?

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  • Bartlett, Lesley
  • Dowd, Amy Jo
  • Jonason, Christine

Abstract

Learning has emerged as a central theme within post-2015 debates. Central to these efforts have been a focus on literacy, and specifically early grade reading. This article identifies significant challenges raised by the current framing of emergent literacy in international educational development circles. Specifically, we examine how the Early Grade Reading Assessment, or EGRA, one very influential oral reading assessment tool based largely on an American reading assessment called DIBELs, has shaped the educational quality debate in the past decade and what important elements might be missing from this dominant view of reading. To do so, the article first considers the historical development of EGRA. We discuss concerns with the model of reading embedded in EGRA. We then examine the evidence, to date, of the impact of EGRA-informed interventions in places like Liberia, Malawi, and Kenya. The article concludes with implications for the future of literacy and international educational development, especially in light of discussions within the Learning Metrics Task Force to make early grade reading a central indicator of educational quality in the post-2015 agenda.

Suggested Citation

  • Bartlett, Lesley & Dowd, Amy Jo & Jonason, Christine, 2015. "Problematizing early grade reading: Should the post-2015 agenda treasure what is measured?," International Journal of Educational Development, Elsevier, vol. 40(C), pages 308-314.
  • Handle: RePEc:eee:injoed:v:40:y:2015:i:c:p:308-314
    DOI: 10.1016/j.ijedudev.2014.10.002
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    References listed on IDEAS

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    1. Abhijit V. Banerjee & Rukmini Banerji & Esther Duflo & Rachel Glennerster & Stuti Khemani, 2010. "Pitfalls of Participatory Programs: Evidence from a Randomized Evaluation in Education in India," American Economic Journal: Economic Policy, American Economic Association, vol. 2(1), pages 1-30, February.
    2. repec:mpr:mprres:7032 is not listed on IDEAS
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    Cited by:

    1. Schweisfurth, Michele, 2015. "Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning," International Journal of Educational Development, Elsevier, vol. 40(C), pages 259-266.
    2. Hoadley, Ursula, 2024. "How do structured pedagogy programmes affect reading instruction in African early grade classrooms?," International Journal of Educational Development, Elsevier, vol. 107(C).
    3. Nusair, Lama & Palmer, Robert, 2023. "Weak foundations in Arabic literacy: Drivers of learning poverty in Jordan," International Journal of Educational Development, Elsevier, vol. 99(C).
    4. Chudgar, Amita & Kim, Youngran & Morley, Alyssa & Sakamoto, Jutaro, 2019. "Association between completing secondary education and adulthood outcomes in Kenya, Nigeria, Tanzania and Uganda," International Journal of Educational Development, Elsevier, vol. 68(C), pages 35-44.
    5. Kim, Janice H., 2022. "Preschool participation and students’ learning outcomes in primary school: Evidence from national reform of pre-primary education in Ethiopia," International Journal of Educational Development, Elsevier, vol. 94(C).

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