Tout Timoun Ap Li (ToTAL), All Children Reading: Year 1 EGRA and SSME Baseline Report
- By the beginning of grade 2, most students had not acquired the foundational skills to read fluently with comprehension in Creole or French.
- Almost half of the students could not decode a single invented word in either official language.
- On average, students needed almost 9 seconds per word in Creole passages and 5 seconds in French passages.
- Listening comprehension was stronger than reading comprehension in both languages, and stronger in Creole than in French.
- Students who read at home, particularly with someone, and who received corrective feedback from teachers scored higher on letter sounds, word reading and comprehension.
RTI International prepared this baseline in August 2013 for USAID/Haiti under the EdData II contract. The EGRA sample includes 2,905 students from 158 schools in two corridors, with about 20 students sampled per school. The report finds that even at the beginning of grade 2 most students had not acquired the foundational skills to read fluently with comprehension in Haitian Creole or French.
Students showed limited knowledge of letter sounds, and almost half could not decode a single invented word in either language. Oral reading was slow, at almost 9 seconds per word in Creole and 5 seconds in French, and very few students answered 80% of comprehension questions correctly. The report also presents the classroom management findings and recommends training teachers to teach reading and to assess it, providing books, and promoting a classroom environment that supports learning.
How to cite
RTI International; United States Agency for International Development (USAID), 2013, Tout Timoun Ap Li (ToTAL), All Children Reading: Year 1 EGRA and SSME Baseline Report, accessed via HaitiDocs, https://www.haitidocs.org/doc/rti-2013-total-year1-egra-ssme-baseline
- Rights holder
- RTI International|USAID