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Early Grades Reading Assessment

(EGRA) - Components

Philippine Version

The
EGRA
EGRA and EGRA-based
assessments can be used
to:
identify needs
intervene
monitor
student learning and
progress

Reading Skills That Influence


Reading Success*

phonemic

awareness

phonics

vocabulary
fluency
comprehension

Identified by US National Reading Panel

phonemic

awareness - instruction
designed to teach children the ability to
focus on, manipulate, and break apart the
sounds (or phonemes) in words

phonics - instruction designed to help


readers understand and apply the
knowledge of how letters are linked to
sounds (phonemes) to form letter-sound
(grapheme-phoneme) correspondences
and spelling patterns

fluency

- instruction, primarily
through guided oral reading, that
reinforces the ability to read
orally with speed, accuracy, and
proper expression

vocabulary

- instruction, both

explicit and implicit, in order to


increase both oral and print
knowledge of words, a critical
component of comprehension and

Requirements of Successful
Assessments:
the assessment should be related to
existing performance expectations
and benchmarks

the assessment should correlate with


later desired skills

it must be possible to modify or


improve upon the skills through
additional instruction

EGRA Components

Compone
nt

Early
reading
skill

Skill demonstrated by
pupils

Letter
name
knowled
ge
Phonemi
c
awarene
ss

Letter
Provide the name of
recognitio upper- and lowercase
n
letters in random order

Letter

Phonics

Phonemic
awarenes
s

Segment words into


phonemes
Identify the initial
sounds in different
words
Provide the sound of

EGRA Components
Compone
nt

Early
reading
skill

Skill demonstrated by
pupils

Word

Familiar reading
word
reading

Read simple and


common
one- and two-syllable
words

Unfamili Alphabeti
ar
c principle
nonword
reading

Make graphemephoneme
correspondences
(GPCs) through the
reading of simple

EGRA Components
Compon
ent

Oral
reading
fluency
with
compre
hen
sion
Readin
g
compre

Early
reading skill

Skill demonstrated by
pupils

Oral
reading
fluency

Read a text with


accuracy, with little
effort, and at a
sufficient rate

Reading
comprehen
sion

Respond correctly to
different types of
questions, including

EGRA Components
Early
Skill demonstrated by
Compone reading skill pupils
nt

Listening

Listenin comprehen
g
sion
compre
hen
sion

Respond correctly to
different types of
questions including
literal and inferential
questions about the text
read to them

Dictatio Alphabetic
n
principle

Write, spell and use


grammar properly with

EGRA

Philippine
Adaptation
Orientation to print

Letter name knowledge

Letter name knowledge

Letter sound knowledge

Letter sound knowledge

Phonemic awareness

Initial sound discrimination

Familiar word reading

Familiar word reading

Unfamiliar nonword reading

Invented word decoding

Oral reading fluency and


comprehension

Oral reading fluency and


comprehension

Listening Comprehension

Listening Comprehension

Dictation

Dictation

Description of the
1. Orientation to Print
Tests

Understanding of how print works or the


knowledge of the rules of print material

Tests the childrens ability to understand


basic rules of print:

Where to begin reading on the page


Where to read next
Where to read when at the end of
the line

Students are scored on the number of


correct response to total questions asked

2. Letter Name Knowledge

the most basic of assessments of


student reading preparedness (and
risk).

a consistent predictor of reading


development for native speakers of
English, French, and other
alphabetic languages

In this assessment of letter name


knowledge, students are asked to
provide the names of all the letters
that they can, within a one-minute

The full set of letters of the alphabet is


listed in random order, 10 letters to a row,
using a clear, large, and familiar font in
horizontal rows with each letter presented
multiple times.

Letters are to be selected based on the


frequency with which the letter occurs in the
language in question.

Randomization is used to prevent students


from reciting a memorized alphabet - that is,
to test for actual automaticity of letter
recognition and translation of print to sound.

Scoring
The

childs score for this subtest should be


calculated as the number of correct letters
per minute.

If

the child completes all of the words before


the time expires, the time of completion
should be recorded and the calculations
should be based on that time period.

Enumerators/Teachers

should mark any


incorrect letters with a slash (/), place a
bracket (]) after the last letter named, and
record the time remaining on the stopwatch
at the completion of the exercise.

Variables are:
Total letters read
Total incorrect
Time remaining on stopwatch
These three data points are
then used to calculate the total
correct letters per minute
(CLPM):
CLPM = (Total letters read Total
incorrect) / (60 Time)

Early Stop Rule:

Discontinue only if the child provides


incorrect response to all of the first 10
letters.

3.a Letter Sound Knowledge


(Phonemic Awareness)
This

ability to identify sounds in words,


to separate words into sounds, and to
manipulate those sounds

It

is part of a broader term


phonological awareness, which is a
more general appreciation of the
sounds of speech as distinct from their
meaning

Early Stop Rule:

Discontinue only if the child provides


incorrect response to all of the first 10
letters.

Test is marked as discontinued

3b: Initial Sound


Knowledge

Assesses childrens ability to identify the


beginning sound of words read out loud

Students are scored on the number of


correct sounds identified.

Early Stop Rule:

Discontinue only if the child provides


incorrect response to all of the first 5 items.

Test is marked as discontinued

4: Familiar Word Reading

Assesses word recognition or sight


recognition of words using a list of highfrequency words which is arranged in
increasing difficulty

Tests childrens ability to read as many


words as they can within one minute

Students are scored on the number of


correct words read per minute

Early Stop Rule:

Discontinue only if the child provides


incorrect response to all of the first 5 words.

Test is marked as discontinued.

5. Invented Word
Decoding

Tests childrens ability to decode CVC words


that are pseudoword or non-sense word as
many as they can within one minute

Students are scored on the number of


correct non-words read per minute.

Early Stop Rule:

Discontinue only if the child provides


incorrect response to all of the first 5 words.

Test is marked as discontinued.

6. Oral Passage Reading


and Comprehension

Tests childrens oral reading fluency and


their ability to respond correctly to literal
and inferential questions about the text

Students are scored on the number of


correct words per minute, and the number
of comprehension questions answered
correctly.

Early Stop Rule:

Discontinue only if the child provides


incorrect response to all of the first 6 words.

Test is marked as discontinued.

7. Listening
Comprehension

Tests students ability to listen to a passage


being read and answer literal and inferential
questions about the text

Students are scored on the number of


statements they answer correctly

8. Dictation

Tests both oral comprehension and writing


skills particularly the ability to hear sounds
and correctly write the letters or words, and
use grammar properly

Students are scored on a simple scale that


captures accuracy for vowel and consonant
sounds, spelling, spacing and direction of
text, capitalization and punctuation.

8. Dictation
Give the pupil a lined page and a pencil for
writing. Place them in front of the child. Then
read the instructions below. Say,

8. Dictation
Go to the store and buy some rice and sugar.
Grade 1
Go (wait 5 seconds)
to (wait 5 seconds)
the (wait 5 seconds)
store (wait 5 seconds)
and (wait 5 seconds)
buy (wait 5 seconds)
some (wait 5 seconds)
rice (wait 5 seconds)
and (wait 5 seconds)
sugar (wait 5 seconds)
Go to the store and buy some rice and sugar.
(wait 15 seconds)

Grade 2-3

General Reminders:

The time that the interview will begin and end


should be indicated in am or pm. The starting
time will be filled in before beginning the
application.

In different sections of the instrument, the


child will be asked if he or she has
understood what needs to be done. In the
case that the child has not understood,
repeat the example a second and if
necessary a third time.

General Reminders:

Explain to the child that the stop watch


measures the time it takes for him or her to
read and that this is the reason it would be
best to continue until asked to stop.

Follow the auto-stop rule if the child


cannot provide any correct response in the
first line of the components 2, 3a, 4, 5 and 6
or first half of component 3b. Do not apply
any pressure on the child. The enumerator
should check the box at the bottom of the
page and move on to the next section.

General Reminders:

Time should be taken if the child cannot read


and indicate how much time was given for
reading .

Any omission in the reading process


(such as if an entire line is skipped,
it must be marked incorrect).

Reminders on Particular
Sections:

Components 2, 3a, 3b, 4, 5


When a child is told to please start but
does
not
begin
immediately,
the
administrator should begin timing with the
stop watch once the child begins to say the
letters

Component 5

The child can follow a reading with his or


her finger.

In reading comprehension questions the


answer is found in parenthesis

Reminders on Particular
Sections:

Component 6
The child can follow reading with his or
her finger.

In reading comprehension questions,


the answer is found in parenthesis below
each question. Be careful not to read these
answers to the pupil.

Reminders on Particular
Sections:

Component 7
Read the story to the child only once.

Component 8
Enumerator should give the pencil and pad
paper to the child to write his/her response,
and asks the child to write her name before
starting the exercise.

Second reading of the sentence must be


done in small groups of words, with up to
ten seconds between groups to permit the
child to start writing.

Reminders on Particular
Sections:

Component 8

Read the sentence a third and final time for


the child to check his or her work, even if
the child has been unable to write anything.

Make sure the childs dictation response


sheet is firmly attached to the toolkit. The
dictation will be scored at another time. (It
does not need to be done while at the
school.) But it must be linked to the same
pupil.

Reminders on Particular
Sections:

Pupil Context Interview

It should be administered verbally. Do not


read aloud any response options, but rather
let the child answer and then choose the
corresponding response form the options
provided, or write the childs response if
there are no response options provided or if
the response is other.

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