Early Grade Reading Assessment (EGRA)

Early Grade
Reading
Assessment
(EGRA)
L/O/G/O
Component 3a.
Letter Sound Knowledge
• Tests children’s ability to sound all the
names of upper and lower case letters
as many as they can, within one minute
• There are multiple possible responses
for letters, especially vowels, that take
various sounds.
• Students are scored on the number of
correct sounds per minute.
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Early Stop Rule:
• Discontinue only if the child

provides incorrect response to
all of the first 10 letters.
• Test is marked as discontinued
Component 3b.
Initial Sound Identification
• Assesses children’s ability to identify
the beginning sound of words read
out loud
correct sounds identified.
Early Stop Rule:

all of the first 5 items.
• Test is marked as discontinued
Component 4.
Familiar Word Reading
• Assesses word recognition or sight
recognition of words using a list of
high-frequency words which is
arranged in increasing difficulty
• Tests children’s ability to read as many
words as they can within one minute
correct words read per minute
Early Stop Rule:

all of the first 5 words.
• Test is marked as discontinued.
Component 5.
Invented Word Decoding
• Tests children’s ability to decode
CVC words that are pseudo word
or non-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:

all of the first 5 words.
Component 6.
Oral Passage Reading and
Comprehension
• Tests children’s oral reading fluency
and their ability to respond correctly to
literal and inferential questions about
the text
correct words per minute, and the
number of comprehension questions
answered correctly.
Early Stop Rule:

provides incorrect response to all
of the first 6 words.
Component 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
Component 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.
Give the pupil a lined page and a pencil for
writing. Place them in front of the child. Then
read the instructions below. Say,
I am going to read to you a short sentence.

Please listen carefully then write the sentence on
the sheet of paper in front of you. I will read the
whole sentence once. Then I will read it in parts so
you can write what you hear. I will then read it
again so that you can check your work. Do you
understand?
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) www.themegallery.com
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.
 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, read the
words one by one, with up to five seconds
between words to permit the child to start
writing.
 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 child’s 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.
 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 child’s
response if there are no response
options provided or if the response
is “other”.
Thank you!
LANI F. ANITO
L/O/G/O

Early Grade Reading Assessment (EGRA)

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Early Grade Reading Assessment (EGRA)

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Early Grade

• Discontinue only if the child

• Discontinue only if the child

• Discontinue only if the child

• Discontinue only if the child

• Discontinue only if the child

I am going to read to you a short sentence.

 Time should be taken if the child cannot read

but does not begin immediately, the

• In reading comprehension questions,

pad paper to the child to write his/her

• Make sure the child’s dictation

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