Tout Timoun Ap Li (ToTAL), All Children Reading: Year 2 EGRA and SSME End-of-Project Report, Revised (French edition)
- Students exposed to ToTAL showed statistically significant advantages over the control group in initial sound identification and letter sound knowledge.
- Teachers spent 26% of Creole lesson time on phonemic awareness, above the 8% the program recommends.
- By the end of grade 2 the majority of students still lacked speed or accuracy in letter naming and decoding, and their oral comprehension and oral vocabulary were limited.
- Community mobilization did not strengthen results; Treatment A schools did better than Treatment B schools on several skills.
- Only 780 of 1,800 planned reading club meetings took place in Treatment B schools, and parent meetings were held in 31 schools.
RTI International prepared this December 2014 report for USAID/Haiti under the EdData II contract. It reports baseline and end-of-project EGRA results for grade 1 and grade 2 students in ToTAL schools for 2013-2014, and uses 2012-2013 baseline data to show progress over two years. Students in both treatment groups made promising gains in initial sound identification and letter sound knowledge, with statistically significant advantages over the control group.
Gains in foundational skills did not translate into higher-level skills: by the end of grade 2 most students still lacked speed or accuracy in letter naming and decoding. Community mobilization did not add to program results, and of 1,800 reading club meetings planned for Treatment B schools, 780 took place.
How to cite
RTI International; United States Agency for International Development (USAID), 2014, Tout Timoun Ap Li (ToTAL), All Children Reading: Year 2 EGRA and SSME End-of-Project Report, Revised (French edition), accessed via HaitiDocs, https://www.haitidocs.org/doc/rti-2014-total-year2-egra-ssme-endline-fr
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- RTI International|USAID