{"doc_desc":{"title":"zaf-dbe-egrs-2017-2020-v1.1","producers":[{"name":"DataFirst","abbr":"","affiliation":"University of Cape Town","role":"Metadata producer"}],"prod_date":"2025-03-04","version_statement":{"version":"Version 3"}},"study_desc":{"title_statement":{"idno":"zaf-dbe-egrs-1-2015-2021-v1","title":"Early Grade Reading Study I 2015-2021","sub_title":"Waves 1-5 Merged","alternate_title":"EGRS I 2015-2021"},"authoring_entity":[{"name":"Stephen Taylor","affiliation":"Department of Basic Education"},{"name":"Brahm Fleisch","affiliation":"University of the Witwatersrand"}],"production_statement":{"funding_agencies":[{"name":"US Agency for International Development","abbr":"USAID","role":"Funding agency"}]},"distribution_statement":{"contact":[{"name":"DataFirst Support","affiliation":"University of Cape Town","email":"support@data1st.org","uri":"www.support.data1st.org"}]},"series_statement":{"series_name":"Education Data"},"version_statement":{"version":"Version 1: Edited, anonymised data for non-commercial use","version_date":"2024","version_notes":"This is version 1 of the merged data for EGRS I collected in the years 2015, 2016, 2018, and 2021"},"study_info":{"abstract":"From 2015 the Department of Basic Education in collaboration with the University of Witwatersrand and other researchers conducted ongoing research on the acquisition of reading in the early grades in the in South Africa. There have been two Early Grade Reading Studies. This is the dataset from the first study (EGRS I). Data from the Second study (EGRS II), can be found at https:\/\/doi.org\/10.25828\/qwx3-4m77\nEGRS I\nLanguage Focus: Setswana\nEvaluation Focus: A comparison of the impact on literacy outcomes and cost-effectiveness of three intervention models (Centralised teacher training, teacher coaching and a parent intervention) to improve reading outcomes in learners\u2019 home language (Setswana)\nRegion: North West Province (Ngaka Modiri Molema District Municipality; Dr Kenneth Kaunda District Municipality) \nNumber of Schools: 230 (80 control + 50 in each of the three treatment arms)\nData Collection Years: 2015 Waves 1 and 2 (Grade 1 learners); 2016 Wave 3 (Grade 2); 2018 Wave 4 (Grade 4); 2021 Wave 5 (Grade 7)","coll_dates":[{"start":"2015-01","end":"2015-03","cycle":"Wave 1"},{"start":"2015-10","end":"2015-11","cycle":"Wave 2"},{"start":"2016-10","end":"2016-11","cycle":"Wave 3"},{"start":"2018-08","end":"2018-09","cycle":"Wave 4"},{"start":"2021-09","end":"2021-11","cycle":"Wave 5"}],"nation":[{"name":"South Africa","abbreviation":""}],"analysis_unit":"Individuals","data_kind":"Qualitative and quantitative data","notes":"Learner assessments collected data on the following: English word recognition and oral reading fluency; English oral and written reading comprehension; English productive vocabulary and oral comprehension; letter recognition; home language oral reading fluency and comprehension. The study also collected data from parents, teachers and principals, using a separate questionnaire for each. \nThe parent questionnaire collected data on parents'  highest level of education, home-language, English spoken and read at home, and learners' television viewing, as well as ownership of household goods, and in-country travel. Parents were also asked about learner's school absenteeism.\nThe teacher questionnaire collected data on teachers' age and sex, qualifications and experience, and reading habits. Teachers were also asked about their class sizes, multi-grade classes, learner absenteeism, and school days missed. Data was also collected on preferred teaching areas, the challenges teachers face in teaching English as a second language, support and development they receive from the school, and their use of technology for teaching. The teacher survey included a short English language test. The enumerator collecting data from teachers also recorded information on classroom facilities and materials.\nThe school principle questionnaire elicted data on principals' age, and the school's EMIS number, the number of Grade one learners and Grade 1-3 teachers, parents' employment status and attendance at school meetings, and school infrastructure. Data was also elicited on the foundation phase and challenges faced in teaching English as a second language. During the principal's interview enumerators also recorded information on teacher attendance and the condition of the school grounds and buildings."},"method":{"data_collection":{"data_collectors":[{"name":"Human Sciences Research Council (w1-3)","abbr":"HSRC","role":"","affiliation":""},{"name":"Khulisa Management Services","abbr":"","role":"","affiliation":""}],"coll_mode":["Face-to-face"],"research_instrument":"Data was collected with learner assessment forms as well as questionnaires for parents, teachers, HODs, and school principals.","sources":[{"name":"","origin":"","characteristics":""}],"coll_situation":"Data collection for the first three waves of EGRS I (2015, 2016) was undertaken by the Human Sciences Research Council (HSRC). Data for the fourth and fifth waves of EGRS I (2018, 2021)) was collected by Khulisa Management Services (Khulisa).","act_min":"Ethics approval for the study was granted by the University of the Witwatersrand Human Research Ethics Committee."}},"data_access":{"dataset_use":{"contact":[{"name":"DataFirst","affiliation":"University of Cape Town","email":"support@data1st.org","uri":"support.data1st.org"}],"cit_req":"Department of Basic Education and the University of the Witwatersrand. Early Grade Reading Study I 2015-2021, Waves 1-5 Merged [dataset]. Version 1. Pretoria: DBE and Wits [producers], 2024. Cape Town: DataFirst [distributor], 2025. DOI: https:\/\/doi.org\/10.25828\/GKHV-8V09","conditions":"Access under a Creative Commons CC-BY-NC (Attribution, Non-Commercial use only) License"}}},"schematype":"survey"}