Pashto Pilot Midline Report

The study aimed to evaluate the literacy skills of grade 1 and 2 children in READ Foundation schools, as well as the demographics and perceptions of teachers regarding teaching in early grades. The baseline assessment revealed that the levels of literacy skills among grade 1 and 2 children in READ Foundation schools were below the national reading standards. The Early Grade Reading Assessment (EGRA) scores showed that 22% of grade 1 students and 18% of grade 2 students scored zero in reading subtasks. The comparison of regional results with drafted national reading standards indicated that the students' performance was below the expected levels. The study also explored the current demographics and perceptions of teachers regarding teaching in early grades. The results showed that 38% of teachers had a bachelor's degree, and 22% had a master's degree. The majority of teachers (75%) reported that they provided library facilities to their students, and 60% of teachers stated that they encouraged students to read Urdu books. However, 40% of teachers reported that they did not provide any feedback to students when they made mistakes. The READ Foundation's end-line assessment study aimed to evaluate the effectiveness of the USAID-funded Pakistan Reading Project in improving the literacy skills of grade 1 and 2 children in READ Foundation schools. The study used a mixed-methods approach, combining quantitative and qualitative data collection methods. The results of the study showed that the program had a positive impact on the literacy skills of the children, with significant improvements in reading subtasks scores. The study also highlighted the importance of teacher training and support in improving the literacy skills of children. The results showed that teachers who received training and support had higher competency scores and were more likely to provide feedback to students when they made mistakes. The study recommended that the program should continue to provide training and support to teachers to improve their competency and effectiveness in teaching early grades. The READ Foundation's end-line assessment study provided valuable insights into the effectiveness of the USAID-funded Pakistan Reading Project in improving the literacy skills of grade 1 and 2 children in READ Foundation schools. The study's findings highlighted the importance of teacher training and support in improving the literacy skills of children and recommended that the program should continue to provide training and support to teachers to improve their competency and effectiveness in teaching early grades.