Measuring Early Grade Reading Skills among Learners who are Blind and Low Vision in Malawian Primary Schools: Findings Summary

The study involved 238 learners from 142 mainstream primary schools with a Special Needs Education (SNE) Resource Center. Data was collected from headteachers, teachers, learners, and classrooms to identify barriers and opportunities for learning to read for children who are BLV. The Early Grade Reading Assessment (EGRA) tool was used to measure children's basic foundational literacy skills. Prior to this study, REFAM led the adaptation of the subtasks for learners who are BLV, making the subtasks more accessible and relevant for these learners. Each Standard 2 learner took one Chichewa assessment, while each Standard 4 learner took one Chichewa and one English assessment. Assessments were administered orally. The majority of Standard 2 and 4 learners with BLV are performing below grade level in basic reading tasks. Few learners with BLV are at grade level in oral reading fluency, although they demonstrate progress between grade levels. Learners perform better in listening comprehension, with 50% proficient in Chichewa by Standard 4, although they struggle in English listening comprehension. The study found that most learners with BLV cannot use Braille correctly, and most teachers are not trained to teach it. Only 18% of learners with BLV used correct Braille mechanics while reading a Braille text, and only 6% of teachers have been trained to teach Braille. The study also found that teachers often lack specialized training in Special Needs Education, and that schools and policymakers should strengthen measures for preventing school-based violence and creating a safe learning environment for everyone, including learners with disabilities. Recommendations from the study include setting appropriate targets through the development of Individualized Education Plans and support for Universal Design for Learning as strategies for reading improvement. Teachers should practice various teaching strategies, such as sequencing and segmentation, to increase learners' ability to recognize letters and words gradually. All SNE teachers supporting learners with disabilities should be included in capacity building training pertaining to the National Reading Programme to ensure additional support is available to learners who are BLV to improve reading in early grades. Resource centers should be provided with teaching and learning materials, supportive tools and resources, and assigned teachers with varying specializations to better serve the needs of learners with disabilities in mainstream schools. Schools and policymakers should strengthen measures for preventing school-based violence and creating a safe learning environment for everyone, including learners with disabilities. The study also recommends increasing parent and community participation because the education of learners with BLV requires input and support from the entire community. The Reading for All Malawi (REFAM) Activity, funded by USAID and in partnership with Malawi's Ministry of Education, Science and Technology (MoEST), aims to improve reading among students with learning disabilities (LD), those who are blind or have low vision (BLV), and those who are Deaf or Hard of Hearing (DHH). REFAM is working to support systems for the screening, identification, placement, instruction, and testing of these learners so they can learn to read. As the MoEST works to strengthen community support for learners who are BLV, it should focus on strategies to develop early reading among all children in Malawi, with extra efforts aimed at learners from lower income contexts.