Building on the success of the Early Grade Reading Assessment (EGRA) as a measurement tool, many countries have begun to show interest in moving away from assessments alone and toward interventions focused on changing teacher pedagogy, and as a result, increasing student reading achievement. Liberia, for example, began an EGRA-based intervention, called EGRA Plus: Liberia, in 2008. The results from the EGRA Plus midterm evaluation showed very promising results on a variety of learning outcomes. This report is an impact evaluation of the EGRA Plus program at project completion, and it presents compelling evidence that a targeted reading intervention focused on improving the quality of reading instruction in primary schools can have a remarkably large impact on student achievement in a relatively limited amount of time. Appendices include: (1) Calibration of Baseline, Midterm, and Final Assessments; and (2) Estimating the Impact of Full and Light Treatment on Outcomes, Disaggregated by Sex and Grade (extracted from differences-in-differences estimates). (Contains 28 tables, 29 figures and 30 footnotes.) [This report was prepared by the Liberian Education Trust.]