write about the principle of development graded story books
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The USAID-funded Early Grade Reading Assessment (EGRA) program is an oral assessment
designed to measure the most basic foundation skills for literacy acquisition in the early
grades. EGRA’s purpose is to document student performance on early grade reading skills
in order to inform ministries and donors regarding system needs for improving instruction.
EGRA is not intended for direct use by teachers, nor is it meant to screen individual students.
However, it can be adapted and used to diagnose, remediate, and monitor progress toward
student learning outcomes, making it more of an approach than a fixed testing protocol.
Many countries have shown an interest in using EGRA as a springboard to improving reading
and have gone on to redesign their professional development programs around reading.
In response to the findings, needs, and interest generated in reading and literacy issues
by the EGRA program detailed in this report, USAID, under EQUIP1, commissioned the
International Reading Association in cooperation with the American Institutes for Research to
create a toolkit for education stakeholders to use to improve early grade reading and literacy
indicators and programs in developing countries.
First Principles is intended for national policymakers and global education project
developers and implementers as a guide to incorporating reading and literacy into new
projects and developing effective early grades reading programs. It describes a principled
approach to observing core dimensions of effective early grades reading programs, including
active teaching and learning in supportive learning environments. Strategies and tools are
provided to record evidence of first principles at work in local communities, schools, and programe
designed to measure the most basic foundation skills for literacy acquisition in the early
grades. EGRA’s purpose is to document student performance on early grade reading skills
in order to inform ministries and donors regarding system needs for improving instruction.
EGRA is not intended for direct use by teachers, nor is it meant to screen individual students.
However, it can be adapted and used to diagnose, remediate, and monitor progress toward
student learning outcomes, making it more of an approach than a fixed testing protocol.
Many countries have shown an interest in using EGRA as a springboard to improving reading
and have gone on to redesign their professional development programs around reading.
In response to the findings, needs, and interest generated in reading and literacy issues
by the EGRA program detailed in this report, USAID, under EQUIP1, commissioned the
International Reading Association in cooperation with the American Institutes for Research to
create a toolkit for education stakeholders to use to improve early grade reading and literacy
indicators and programs in developing countries.
First Principles is intended for national policymakers and global education project
developers and implementers as a guide to incorporating reading and literacy into new
projects and developing effective early grades reading programs. It describes a principled
approach to observing core dimensions of effective early grades reading programs, including
active teaching and learning in supportive learning environments. Strategies and tools are
provided to record evidence of first principles at work in local communities, schools, and programe
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