This report presents the work to adaptthe EGRA to the Myanmar language and to administer it (andits questionnaires) in the Yangon region. The results ofthis exercise were analyzed to assess how valid and reliablethis adapted tool is for the Myanmar language. Other aims ofthe analysis were to define core learning standards in earlyprimary grades, and identify potential explanatory factorsfor differences in EGRA scores among schools. The specificinformation from EGRA can help guide the Ministry ofEducation in prioritizing future interventions that besthelp students improve their reading skills in early grades,as well as support the development of measurable, comparablebenchmarks for students’ progress. The report is organizedinto six sections, including the introduction. Section twobriefly reviews the reforms and goals of the educationsector in Myanmar and the major challenges that helpeddefine the research questions for the EGRA. Section threedescribes the most relevant education theories aboutlearning to read in the early grades and the way these arereflected in the design of the EGRA. Section four outlinesthe design and implementation of the study and tools, andhow they took into account the information needs ofeducation stakeholders and the specificities of the languageand education sector in Myanmar. Section five presents themethodology and results of the study for non-experts, withthe methodology and statistical analyses detailed in annexfive. Section six concludes with a summary of recommendations.
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