• Research design and implementation results from a remedial reading program in Egypt

• In Event: Completing the loop: From research to implementation in literacy programming

Abstract

We will introduce the remedial reading program implemented in Egypt from 2012-2014 and the research design used to measure its impact. We used a Regression Discontinuity Design (RDD), a quasi-experimental method based on assigning treatment or control groups using an assignment variable so that individuals falling on one side of a predetermined cutoff of the assignment variable receive treatment, whereas those falling on the other side of the cutoff are controls. RDD identification is based on the idea that some rules for program participation are arbitrary and therefore provide good experiments. Thus, comparing the outcomes of individuals in a small neighborhood around the arbitrary cutoff will be similar to a randomized experiment at the cut point.

Assignment to the ESP Remedial Reading program was determined on the basis of a literacy screening test. We administered a modified EGRA in Arabic for two different groups of students: 1) a group who received level 1 (the very beginning level) and level 2 (the intermediate level) of the intervention; and 2) a group who only received level 2 of the intervention. For each group there was both a treatment and comparison group who received the EGRA pre and post intervention. The results of this research on the reading and writing intervention will allow us to recommend changes to the curriculum and teaching materials as well as to better guide the government as they begin to take over implementation and scale-up of the program.

Authors

• Rebecca Stone, American Institutes for Research

• Juan Bonilla, AIR

• Amy West, AIR