READ FOUNDATION Baseline Assessment Study for USAID-funded Pakistan Reading Project

The project's baseline assessment study was conducted in July 2018 in Azad Jammu & Kashmir and Gilgit Baltistan. The study's primary objective was to assess the levels of literacy skills among grade 1 and 2 children, as well as the demographics and perceptions of teachers regarding teaching in early grades. The study employed a multi-method approach, combining Early Grade Reading Assessment (EGRA), teacher interviews, classroom observations, and student interviews. A total of 1,200 students from 60 schools were assessed, and 120 teachers were interviewed. The EGRA tool was used to assess reading skills, and the results showed that 24% of grade 1 students and 17% of grade 2 students scored zero on the reading subtasks. The study found that the majority of students (71%) spoke Urdu at home, while 21% spoke other languages. The results also showed that girls performed better than boys in reading skills, with 55% of girls scoring above the national performance standard compared to 45% of boys. The study identified several challenges faced by teachers, including limited resources, inadequate training, and high student-teacher ratios. The study's findings have significant implications for the Pakistan Reading Project. The results highlight the need for targeted interventions to improve reading skills among grade 1 and 2 children, particularly in areas where students are not meeting national performance standards. The study also emphasizes the importance of providing teachers with adequate training and resources to support their teaching practices. The study's methodology involved a stratified sampling design, with schools selected from each district proportionally. The EGRA tool was administered to students in both Urdu and English, and the results were analyzed to determine the levels of literacy skills among grade 1 and 2 children. The study's results are presented in several tables and figures, which provide a detailed analysis of the data. The study's findings are consistent with previous research on early grade reading in Pakistan. The results highlight the need for a comprehensive approach to improving reading skills among grade 1 and 2 children, including targeted interventions, teacher training, and resource provision. The study's recommendations have significant implications for the Pakistan Reading Project and other initiatives aimed at improving reading skills among children in Pakistan.