EGRA AND EGMA READING LITERACY ASSESSMENTS: INTERNATIONAL STANDARDS AND IMPLICATIONS FOR NATIONAL EDUCATION SYSTEMS

Abstract

Reading literacy is a foundational skill that significantly influences a student's academic success and overall cognitive development. In recent years, the Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA) have emerged as critical tools for evaluating reading and mathematics proficiency in young learners across various countries. This article explores the international standards associated with EGRA and EGMA, examining their design, implementation, and effectiveness in assessing reading literacy. Additionally, the article discusses the implications of these assessments for national education systems, emphasizing the need for data-driven interventions and policy adjustments to enhance educational outcomes.

Keywords

Early Grade Reading Assessment (EGRA), Early Grade Mathematics Assessment (EGMA), Reading Literacy