USAID Quality Reading Project: Kyrgyzstan Early Grade Reading Assessment (EGRA) Midterm Data Analytic Report

The report was submitted by American Institutes for Research and Save the Children International, with funding from the United States Agency for International Development (USAID). The study aimed to assess reading outcomes in the Kyrgyz Republic and provide recommendations for policy discussion and resource allocation. The EGRA assessment was conducted in 2015, with a focus on Grades 2 and 4. The assessment consisted of several subtasks, including Initial Letter Sound, Familiar Word Recognition, Nonsense Word Recognition, Oral Vocabulary, Reading Passage and Reading Comprehension, and Listening Comprehension and Dictation. The results showed that pupils in the Kyrgyz Republic performed below the expected level in reading fluency and comprehension. Benchmarking reading outcomes in 2014 and 2015 revealed a decline in reading fluency and comprehension among pupils in the Kyrgyz Republic. The results also showed that pupils in Grades 2 and 4 performed below the expected level in reading fluency and comprehension. The assessment results were compared to the 2014 baseline data, and the results showed a decline in reading fluency and comprehension among pupils in the Kyrgyz Republic. The report presented the data from the 2015 midterm EGRA assessment, including the results from the Initial Letter Sound, Familiar Word Recognition, Nonsense Word Recognition, Oral Vocabulary, Reading Passage and Reading Comprehension, and Listening Comprehension and Dictation subtasks. The results showed that pupils in the Kyrgyz Republic performed below the expected level in reading fluency and comprehension. The report also presented the results by gender and demographics, which showed that girls performed better than boys in reading fluency and comprehension. The report highlighted the importance of fostering a reading culture in the Kyrgyz Republic. The results showed that pupils in the Kyrgyz Republic performed below the expected level in reading fluency and comprehension, and the report recommended that the Ministry of Education and Science (MOES) and other stakeholders focus on improving reading outcomes in the country. The report also recommended that the MOES and other stakeholders allocate resources to support the development of reading materials and teacher training programs. The report concluded that the EGRA assessment provided valuable insights into reading outcomes in the Kyrgyz Republic. The results showed that pupils in the country performed below the expected level in reading fluency and comprehension, and the report recommended that the MOES and other stakeholders focus on improving reading outcomes in the country. The report also recommended that the MOES and other stakeholders allocate resources to support the development of reading materials and teacher training programs.