NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ974629
Record Type: Journal
Publication Date: 2012-May
Pages: 18
Abstractor: As Provided
Reference Count: 44
ISSN: ISSN-0034-527X
Why EGRA--a Clone of DIBELS--Will Fail to Improve Literacy in Africa
Hoffman, James V.
Research in the Teaching of English, v46 n4 p340-357 May 2012
This essay raises concerns over the future direction for educational aid designed to promote literacy in developing countries. The essay focuses on the EGRA (Early Grade Reading Assessment) initiative in Africa. At one level, this essay challenges the claims for empirical and research-based support for the EGRA. At a broader level, this essay raises questions regarding the viability of exporting educational aid efforts to developing countries that are modeled after large-scale, highly prescriptive and mostly ineffective programs from the U.S. context. The essay argues for a reframing of educational aid that promotes research and development efforts that embrace a broadened view of what counts as literacy, a valuing of local contexts and a commitment to be guided by local expertise and problem solving capacities. (Contains 1 figure and 1 note.)
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Africa; United States
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)