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International Journal of Pedagogics

Peer Reviewed | Open Access | E-ISSN: 2771-2281
Published Article

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

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

Authors

  • G'ayipova Gulshod Normatovna
    Independent researcher of Chirchik State Pedagogical University, Uzbekistan

DOI:

https://doi.org/10.37547/ijp/Volume04Issue08-19

Keywords:

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

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.

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References

RTI International. (2016). Early Grade Reading Assessment (EGRA) Toolkit, Second Edition. RTI International. Retrieved from https://www.rti.org/publication/early-grade-reading-assessment-egra-toolkit-second-edition

Gove, A., & Wetterberg, A. (Eds.). (2011). The Early Grade Reading Assessment: Applications and Interventions to Improve Basic Literacy. Research Triangle Institute. Retrieved from https://openknowledge.worldbank.org/handle/10986/17577

Piper, B., Zuilkowski, S. S., & Mugenda, A. (2014). Improving reading outcomes in Kenya: First-year effects of the PRIMR Initiative. International Journal of Educational Development, 37, 11-21. doi:10.1016/j.ijedudev.2014.02.006

Wagner, D. A. (2011). What happened to literacy? Historical and conceptual perspectives on literacy in UNESCO. International Journal of Educational Development, 31(3), 319-323. doi:10.1016/j.ijedudev.2010.06.005

RTI International. (2014). Early Grade Mathematics Assessment (EGMA) Toolkit. RTI International. Retrieved from https://www.globalreadingnetwork.net/eddata/early-grade-mathematics-assessment-egma-toolkit