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DBE

Early Grade Reading Study I 2015-2021 Secure Data
Waves 1-5 Merged

South Africa, 2015 - 2021
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Reference ID
zaf-dbe-egrssd-1-2015-2021-v1
Producer(s)
Stephen Taylor, Brahm Fleisch
Collections
Department of Basic Education Secure Remote Access Data Enclave
Metadata
DDI/XML JSON
Created on
Feb 25, 2025
Last modified
Feb 26, 2025
Page views
10349

Data file: egrs-1-2015-2021-panel-w1-5-with-emis

Cases: 4538
Variables: 3183

Variables

w1_tq_q4c_2b3
q4c(b). how well you can you write in english (self assessment)
w1_tq_q4d
q4d. how many magazines do your read on average every month?
w1_tq_q4e
q4e. how many books of your own, that you have also read, do you have? (excl. ma
w1_tq_q4f
q4f. how many hours per week (average) do you read for your own pleasure or deve
w1_tq_q5a_i
q5a(i). how many times (past month)-parent contacted you about school work: lett
w1_tq_q5a_ii
q5a(ii). how many times (past month)-parent contacted you about school work: par
w1_tq_q5a_iii
q5a(iii). how many times (past month)-parent contacted you about school work: sm
w1_tq_q5a_iv
q5a(iv). how many times (past month)-parent contacted you about school work: cel
w1_tq_q5a_v
q5a(v). how many times (past month)-parent contacted you about school work: pare
w1_tq_q5b
q5b. how often receive complaints from parents about your language teaching to f
w1_tq_q5c_i
q5c(i). how often send the home with each learner: language textbooks
w1_tq_q5c_ii
q5c(ii). how often send the home with each learner: readers
w1_tq_q5c_iii
q5c(iii). how often send the home with each learner: self-compiled language work
w1_tq_q5c_iv
q5c(iv). how often send the home with each learner: setswana homework assignment
w1_tq_q5c_v
q5c(v). how often send the home with each learner: dbe/caps workbooks
w1_tq_q5c_vi
q5c(vi). how often send the home with each learner: other language material (e.g
w1_tq_q5d_i
q5d(i). select 3 most important factors, that affect good lang. instruction: sho
w1_tq_q5d_ii
q5d(ii). select 3 most important factors, that affect good lang. instruction: sh
w1_tq_q5d_iii
q5d(iii). select 3 most important factors, that affect good lang. instruction: s
w1_tq_q5d_iv
q5d(iv). select 3 most important factors, that affect good lang. instruction: la
w1_tq_q5d_v
q5d(v). select 3 most important factors, that affect good lang. instruction: lea
w1_tq_q5d_vi
q5d(vi). select 3 most important factors, that affect good lang. instruction: in
w1_tq_q5d_vii
q5d(vii). select 3 most important factors, that affect good lang. instruction: n
w1_tq_q5d_viii
q5d(viii). select 3 most important factors, that affect good lang. instruction:
w1_tq_q5d_ix
q5d(ix). select 3 most important factors, that affect good lang. instruction: la
w1_tq_q5e_i
q5e(i). how helpful to create large setswana improvement: a good training course
w1_tq_q5e_ii
q5e(ii). how helpful to create large setswana improvement: monthly coaching at s
w1_tq_q5e_iii
q5e(iii). how helpful to create large setswana improvement: parent information,
w1_tq_q5f_i
q5f(i). three most nb factors/activities for literacy and language: critical thi
w1_tq_q5f_ii
q5f(ii). three most nb factors/activities for literacy and language: spelling ab
w1_tq_q5f_iii
q5f(iii). three most nb factors/activities for literacy and language: having the
w1_tq_q5f_iv
q5f(iv). three most nb factors/activities for literacy and language: understandi
w1_tq_q5f_v
q5f(v). three most nb factors/activities for literacy and language: using a whol
w1_tq_q5f_vi
q5f(vi). three most nb factors/activities for literacy and language: comprehensi
w1_tq_q5g
q5g. past five school days, how often asked each learner to read unseen text out
w1_tq_q5h
q5h. past five school days, how often engaged in one-on-one teacher-to-learner a
w1_tq_q5i
q5i. end of which grade should a learner be able to read a previously unseen set
w1_tq_q5j
q5j. proportion of learners in your school: read setswana fluently end of gr3?
w1_tq_q5k
q5k. do you as foundation phase teacher put learners in separate groups in your
w1_tq_q6a_i
q6a(i). previous year (2014) received professional support: opportunities from o
w1_tq_q6a_ii
q6a(ii). previous year (2014) received professional support: internal forms of i
w1_tq_q6b_1a1
q6b(a). rate caps language training received (prev. 2 yrs): volume/sufficiency?
w1_tq_q6b_1a2
q6b(a). rate caps language training received (prev. 2 yrs): volume/sufficiency?
w1_tq_q6b_1b1
q6b(b). rate caps language training received (prev. 2 yrs): relevance? (language
w1_tq_q6b_1b2
q6b(b). rate caps language training received (prev. 2 yrs): relevance? (teach se
w1_tq_q6c_i
q6c(i). are you currently engaged in further studies/capacity development relate
w1_tq_q6c_ii_i
q6c(ii)(i). level and focus of such study/development: setswana as language
w1_tq_q6c_ii_ii
q6c(ii)(ii). level and focus of such study/development: how to teach setswana
w1_tq_q6c_ii_iii
q6c(ii)(iii). level and focus of such study/development: other
w1_tq_q7a_ques
q7a. ask if the teacher will be prepared to complete a simple reading assessment
w1_tq_q8a
q8a. observation: general maintenance/upkeep of classroom
w1_tq_q8b_1
rate the existence, sufficiency and quality of the classroom infrastructure: ele
w1_tq_q8b_2
rate the existence, sufficiency and quality of the classroom infrastructure: lig
w1_tq_q8b_3
rate the existence, sufficiency and quality of the classroom infrastructure: ven
w1_tq_q8b_4
rate the existence, sufficiency and quality of the classroom infrastructure: lea
w1_tq_q8b_5
rate the existence, sufficiency and quality of the classroom infrastructure: tea
w1_tq_q8b_6
rate the existence, sufficiency and quality of the classroom infrastructure: ove
w1_tq_q8b_7
rate the existence, sufficiency and quality of the classroom infrastructure: suf
w1_tq_q8b_8
rate the existence, sufficiency and quality of the classroom infrastructure: cha
w1_tq_q8b_9
rate the existence, sufficiency and quality of the classroom infrastructure: adh
w1_tq_q8b_10
rate the existence, sufficiency and quality of the classroom infrastructure: rea
w1_tq_q8b_11
rate the existence, sufficiency and quality of the classroom infrastructure: dbe
w1_tq_q8b_12
rate the existence, sufficiency and quality of the classroom infrastructure: dis
w1_tq_q8b_13
rate the existence, sufficiency and quality of the classroom infrastructure: com
w1_tq_q8b_14
rate the existence, sufficiency and quality of the classroom infrastructure: wal
w1_tq_q8b_15
rate the existence, sufficiency and quality of the classroom infrastructure: alp
w1_tq_q8b_16
rate the existence, sufficiency and quality of the classroom infrastructure: let
w1_tq_q8b_17
rate the existence, sufficiency and quality of the classroom infrastructure: hig
w1_tq_q8c_1
q8c. percentages of displayed language materials in setswana
w1_tq_q8c_2
q8c. percentages of displayed language materials in english
w1_tq_q8c_3
q8c. percentages of displayed language materials in afrikaans
w1_tq_q8c_4
q8c. percentages of displayed language materials in other
w1_tq_q8d_1
q8d. how available are the following setswana books to learners: workbooks?
w1_tq_q8d_2
q8d. how available are the following setswana books to learners: graded readers?
w1_tq_q9a
q9a. document review: try to establish how frequently someone from school manage
w1_tq_q9b
q9b. when did the teacher join this school?
w1_tq_q9c_i_mth1
q9c(i). periods when the teacher taught gr1 learners - most recent: start month
w1_tq_q9c_i_yr1
q9c(i). periods when the teacher taught gr1 learners - most recent: start year
w1_tq_q9c_i_mth2
q9c(i). periods when the teacher taught gr1 learners - most recent: end month
w1_tq_q9c_i_yr2
q9c(i). periods when the teacher taught gr1 learners - most recent: end year
w1_tq_q9c_ii_mth1
q9c(ii). periods when the teacher taught gr1 learners- previous period: start mo
w1_tq_q9c_ii_yr1
q9c(ii). periods when the teacher taught gr1 learners- most recent: start year
w1_tq_q9c_ii_mth2
q9c(ii). periods when the teacher taught gr1 learners- most recent: end month
w1_tq_q9c_ii_yr2
q9c(ii). periods when the teacher taught gr1 learners- most recent: end year
w1_tq_q9c_iii_mth1
q9c(iii). periods when the teacher taught gr1 learners- previous period: start m
w1_tq_q9c_iii_yr1
q9c(iii). periods when the teacher taught gr1 learners- most recent: start year
w1_tq_q9c_iii_mth2
q9c(iii). periods when the teacher taught gr1 learners- most recent: end month
w1_tq_q9c_iii_yr2
q9c(iii). periods when the teacher taught gr1 learners- most recent: end year
w1_p_class
class name
w1_p_q1
1. are you the one looking after the grade 1 learner, who brought the form, most
w1_p_q2
2. how are you related to this learner?
w1_p_q3
3. how old are you?
w1_p_q4
4. as main caregiver or parent of the child, what is your highest education leve
w1_p_q5
5. how often do you read to your / the grade 1 child?
w1_p_q6
6. how often do you check if your / the grade 1 child is doing homework?
w1_p_q7_1
7.(i) total number of books at home:
w1_p_q7_2
7.(ii) books belonging to the grade 1 learner:
w1_p_q8
8. how many hours per week, on average, do you read for your own joy or learning
w1_p_q9_1
9.(i) number of days that you read to your / the grade 1 child in a week?
w1_p_q9_2
9.(ii) on the days that you read, for how many minutes do you read to your / the
w1_p_q10
10. what do you think will be the most important thing that will make all learne
w1_p_q11_1
11.1 when last did the school have a parents meeting?
w1_p_q11_2a
11(2)(a): exact day of last parents meeting
w1_p_q11_2b
11(2)(b): exact month last parents meeting
w1_p_q11_2c
11(2)(c): exact year last parents meeting
w1_p_q12
12. did you attend the most recent parents meeting?
w1_p_q13
13. if you did not attend it, why not?
w1_p_q14
14. have you met with the grade 1 child?s teacher to discuss starting school?
w1_p_q15
15. how often have you spoken with this teacher so far this year?
w1_p_q16
16. who, do you believe, is most responsible for your / the grade 1 child?s read
w1_p_q17_1
17. who, do you believe, has the largest influence on your / the grade 1 child?s
w1_p_q17_2
17 (2): specify who else influences reading
w1_p_q18_1
18.(i) reading in setswana is very important for doing well in life.
w1_p_q18_2
18.(ii) our school?s learners read very poorly.
w1_p_q18_3
18.(iii) my / the grade 1 child can become much better at reading.
w1_p_q18_4
18.(iv) the school can fix the problems my / the grade 1 child has with reading.
w1_p_q18_5
18.(v) it is the school?s task to fix the problems the grade 1 child has with re
w1_p_q19
19. language version of instrument completed
w1_s_ana_passrate
ana pass rate at the school in 2014
w1_s_gr1_enr_snap
snap: grade 1 enrollment at the school in 2014
w1_s_gr2_enr_snap
snap: grade 2 enrollment at the school in 2014
w1_s_gr3_enr_snap
snap: grade 3 enrollment at the school in 2014
w1_s_fp_enrol_snap
snap: foundation phase enrollment at the school
w1_s_c2011_sp_wealth_index
wealth index derived from questions on household posessions
w1_s_c2011_attendance
proportion of 13 to 18 year-olds in community that are attending highschool (or
w2_lt_gender
sex/gender
w2_lt_grade
grade
w2_lt_class1
class
w2_lt_age
age
w2_lt_enumerator_anon
w2_lt_enumerator_anon
w2_lt_date_day
w2 learner assessment date: day
w2_lt_date_month
w2 learner assessment date: month
w2_lt_date_year
w2 learner assessment date: year
w2_lt_qa1
qa1 number of letters reached
w2_lt_qa2
qa2 number of letters correct:
w2_lt_qa3
qa3 time taken (60 seconds or less):
w2_lt_qa3_c
qa3 time taken (60 seconds or less): cleaned
w2_lt_qb1
qb1 number of words reached
w2_lt_qb2
qb2 number of words correct:
w2_lt_qb3
qb3 time taken (60 seconds or less):
w2_lt_qb3_c
qb3 time taken (60 seconds or less): cleaned
w2_lt_qc1
qc1 number of words reached:
w2_lt_qc2
qc2 number of words correct:
w2_lt_qc3
qc3 time taken (60 seconds or less):
w2_lt_qc3_c
qc3 time taken (60 seconds or less): cleaned
w2_lt_qd1_a
qd1(1) sentence reading - word 1 correct
w2_lt_qd1_b
qd1(2) sentence reading - word 2 correct
w2_lt_qd1_c
qd1(3) sentence reading - word 3 correct
w2_lt_qd1_d
qd1(4) sentence reading - word 4 correct
w2_lt_qd1_e
qd1 sentence reading - comprehension
w2_lt_qd2_a
qd2(1) sentence reading - word 1 correct
w2_lt_qd2_b
qd2(2) sentence reading - word 2 correct
w2_lt_qd2_c
qd2(3) sentence reading - word 3 correct
w2_lt_qd2_d
qd2(4) sentence reading - word 4 correct
w2_lt_qd2_e
qd2(5) sentence reading - word 5 correct
w2_lt_qd2_f
qd2(6) sentence reading - word 6 correct
w2_lt_qd2_g
qd2(7) sentence reading - word 7 correct
w2_lt_qd2_h
qd2 sentence reading - comprehension
w2_lt_qe1_1
qe1_1 number of words reached
w2_lt_qe1_2
qe1_2 number of words correct
w2_lt_qe1_3
qe1_3 time taken (60 seconds or less)
w2_lt_qe1_3_c
qe1_3 time taken (60 seconds or less): cleaned
w2_lt_qe2_1
qe2_1 paragraph reading - comprehension q1
w2_lt_qe2_2
qe2_2 paragraph reading - comprehension q2
w2_lt_qe2_3
qe2_3 paragraph reading - comprehension q3
w2_lt_qe2_4
qe2_4 paragraph reading - comprehension q4
w2_lt_qf1_a
qf1_a
w2_lt_qf1_b
qf1_b
w2_lt_qf1_c
qf1_c
w2_lt_qf1_d
qf1_d
w2_lt_qf2_e
qf2_e
w2_lt_qf3_a
qf3_a
w2_lt_qf3_b
qf3_b
w2_lt_qf3_c
qf3_c
w2_lt_qf3_d
qf3_d
w2_lt_qf3_e
qf3_e
w2_lt_qf3_f
qf3_f
w2_lt_qf3_g
qf3_g
w2_lt_qg1_1
qg1_1 rre
w2_lt_qg1_2
qg1_2 podi
w2_lt_qg1_3
qg1_3 seme
w2_lt_qg1_4
qg1_4 mongwe
w2_lt_outcome
w2 lt: outcome
w2_lt_age_best
pupil age according to wave 2
w2_lt_pupil_female
girl
w2_lt_tot_items_missing
learner test: total items missing
w2_lt_ss_h_lsr_60s_a
hl a: letter recognition (in 60s)
w2_lt_ss_h_lsr_pm_a
hl a: letter recognition (per min)
w2_lt_ss_h_wre_60s_b
hl b: word recognition (in 60s)
w2_lt_ss_h_wre_pm_b
hl b: word recognition (per min)
w2_lt_ss_h_nwd_60s_c
hl c: non-word decoding (in 60s)
w2_lt_ss_h_nwd_pm_c
hl c: non-word decoding (per min)
w2_lt_ss_h_sre_d
hl d: sentence reading
w2_lt_ss_h_orf_60s_e
hl e: orf - paragraph reading (in 60s)
w2_lt_ss_h_orf_pm_e
hl e: orf - paragraph reading (per min)
w2_lt_ss_h_orc_de
hl d&e: orf comprehension (sentence and paragraph)
w2_lt_ss_h_wri_f
hl f: writing
w2_lt_ss_h_pat_g
hl g: phonemic awareness - all sounds
w2_pq_captureid
schoolprincipalqnnaire identification (sequential num included by the capturer)
w2_pq_principalid_anon
w2_pq_principalid_anon
w2_pq_principal_title
principal title
w2_pq_gender
gender
w2_pq_q2a
q2a age of principal at last birthday
w2_pq_q2b
q2b what is the highest level of qualification you have obtained
w2_pq_q2cia
q2cia how many educators (gr 4 & fp) are there now in the school? grade r teache
w2_pq_q2ciia
q2ciia how many educators (gr 4 & fp) are there now in the school? grade r teach
w2_pq_q2cib
q2cib how many educators (gr 4 & fp) are there now in the school? foundation pha
w2_pq_q2ciib
q2ciib how many educators (gr 4 & fp) are there now in the school? foundation ph
w2_pq_q3a
q3a do foundation phase language teachers put learners in separate groups in the
w2_pq_q3b
q3b how many school governing body (sgb) meetings were held from 1 july 2015?
w2_pq_q3c
q3c when was the most recent sgb meeting held? please provide the exact date if
w2_pq_q3di
q3di how often does the school communicate with the “gradeparentsabout1
w2_pq_q3dii
q3dii how often does the school communicate with the “gradeparentsabout1
w2_pq_q3diii
q3diii how often does the school communicate with the “gradeparentsabout1
w2_pq_q3div
q3div how often does the school communicate with the “gradeparentsabout1
w2_pq_q3e
q3e how often do you receive complaints from parents of grade 1 learners about l
w2_pq_q3f
q3f please rate the highest overall education qualification level of the majorit
w2_pq_q3g
q3g for how many children in grade 1 are at least one of their parents employed?
w2_pq_q3h1
q3h1 prioritise the three most important (sets of) factors, in your opinion, tha
w2_pq_q3h2
q3h2 learner absenteeism / late coming / lack of discipline
w2_pq_q3h3
q3h3 lack of safety / bullying
w2_pq_q3h4
q3h4 shortages of learning materials and workbooks in classrooms
w2_pq_q3h5
q3h5 shortages of books and other library reading materials
w2_pq_q3h6
q3h6 teachers not having specialisation in literacy / language
w2_pq_q3h7
q3h7 lack of parental involvementlearningactivities in
w2_pq_q3h8
q3h8 other
w2_pq_q3h8_other_specify
q3h8 other specify
w2_pq_q3i1
q3i1 how often do the following persons meet with grade 1 teachers to discuss th
w2_pq_q3i2
q3i2 head of department / phase organiser*
w2_pq_q3i3
q3i3 subject advisor**
w2_pq_q4a1
q4a1 rate the existence, sufficiency and quality of the following school facilit
w2_pq_q4a2
q4a2 rate the existence, sufficiency and quality of the following school facilit
w2_pq_q4a3
q4a3 rate the existence, sufficiency and quality of the following school facilit
w2_pq_q4a4
q4a4 rate the existence, sufficiency and quality of the following school facilit
w2_pq_q4b
q4b where is the school located?
w2_pq_q5a
q5a for the school as a whole, how up to date is the teacher attendance register
w2_pq_q5bi
q5bi how many teachers are there in the school in total?
w2_pq_q5bii
q5bii how many teachers were absent on monday?
w2_pq_q5biii
q5biii how many teachers were absent on tuesday?
w2_pq_q5biv
q5biv how many teachers were absent on wednesday?
w2_pq_q5bv
q5bv how many teachers were absent on thursday?
w2_pq_q5bvi
q5bvi how many teachers were absent on friday?
w2_pq_q6
q6 how would you describe the maintenance and upkeep of the school grounds and b
w2_pq_q7
q7 does the school have a school library?
w2_pq_q8a
q8a is the library in active use? (try to establish this by seeing the borrowing
w2_pq_q8b
q8b are learners allowed to take books out on loan?
w2_pq_q8ci
q8ci please indicate how many books the library gives learners access to as abov
w2_pq_q8cii
q8cii please indicate how many books the library gives learners access to as abo
w2_pq_outcome
outcome
w2_tf_gender
sex/gender
w2_tf_class
class
w2_tf_lrn_part
learner participation
w2_tf_teach_part
teacher participation
w2_tf_q7a
q7a ask and record if the teacher will be prepared to complete a simple reading
w2_tf_q7bi
q7bi administer the separate reading fluency exercise now. hand the teacher the
w2_tf_q7bii
q7bii note the time in seconds if the teacher took less than 60 seconds to read
w2_tf_q7c1
q7c1 goreng mokapelo wa mmui a batla gore a ntshe mpa?
w2_tf_q7c2
q7c2 ke eng se se kgatlhanong le tumelo ya mmui?
w2_tf_q7c3
q7c3 nopola polelo e e kayang go naya motho ditsholofetso tse di feteletseng.
w2_tf_q7c4
q7c4 ke leele le le fe le le tlhalosang go rata motho thata?
w2_tf_q7c5
q7c5 mmui o sentse nako e ntsi a nagana eng?
w2_tf_q7c6
q7c6 mmui o nagana gore go tlile go diragala eng fa a ka ntsha mpa?
w2_tf_q7c7
q7c7 mmui a re o amogetse eng?
w2_tf_q7c8
q7c8 ke tshegetso ya eng e mmui a neng a e naya mokapelo wa gagwe?
w2_tf_q7c9
q7c9 goreng mmui a na le letlhoo le tenego mo banneng?
w2_tf_q7c10
q7c10 ke maikano a fe a mmui a a gatelelang?
w2_tf_q7c_score_1
q7c1 correct - teacher setswana reading fluency exercise
w2_tf_q7c_score_2
q7c2 correct - teacher setswana reading fluency exercise
w2_tf_q7c_score_3
q7c3 correct - teacher setswana reading fluency exercise
w2_tf_q7c_score_4
q7c4 correct - teacher setswana reading fluency exercise
w2_tf_q7c_score_5
q7c5 correct - teacher setswana reading fluency exercise
w2_tf_q7c_score_6
q7c6 correct - teacher setswana reading fluency exercise
w2_tf_q7c_score_7
q7c7 correct - teacher setswana reading fluency exercise
w2_tf_q7c_score_8
q7c8 correct - teacher setswana reading fluency exercise
w2_tf_q7c_score_9
q7c9 correct - teacher setswana reading fluency exercise
w2_tf_q7c_score_10
q7c10 correct - teacher setswana reading fluency exercise
w2_tf_q7c_compr_total
wave2: teacher reading comprehension score (%)
w2_tf_teacherid_anon
w2_tf_teacherid_anon
w2_tq_classid
classid
w2_tq_teacherid_anon
w2_tq_teacherid_anon
w2_tq_q2a
q2a age of teacher at last birthday:
w2_tq_q2b
q2b sex:
w2_tq_q2cii
q2cii for the previous full week, how many learners were absent on average every
w2_tq_q2dai
q2dai on average, how many minutes per week do you spend on each of the followin
w2_tq_q2daii
q2daii on average, how many minutes per week do you spend on each of the followi
w2_tq_q2daiii
q2daiii on average, how many minutes per week do you spend on each of the follow
w2_tq_q2dbi
q2dbi on average, how many minutes per week do you spend on each of the followin
w2_tq_q2dbii
q2dbii on average, how many minutes per week do you spend on each of the followi
w2_tq_q2dbiii
q2dbiii on average, how many minutes per week do you spend on each of the follow
w2_tq_q2e
q2e in the last 10 working days, how many days were you not at school / in your
w2_tq_q2f2_personal
q2f2 indicate the number of days for each of the reasons provided below:personal
w2_tq_q2f3_training
q2f3 indicate the number of days for each of the reasons provided below:teacher
w2_tq_q2f4_meetings
q2f4 indicate the number of days for each of the reasons provided below:official
w2_tq_q2f5_extramural
q2f5 indicate the number of days for each of the reasons provided below:extramur
w2_tq_q2f6_union
q2f6 indicate the number of days for each of the reasons provided below:union ac
w2_tq_q2f7_other
q2f7 indicate the number of days for each of the reasons provided below:other
w2_tq_q3ai
q3ai have you achieved any of the following specific qualifications in education
w2_tq_q3aii
q3aii have you achieved any of the following specific qualifications in educatio
w2_tq_q3aiii
q3aiii have you achieved any of the following specific qualifications in educati
w2_tq_q3aiv
q3aiv have you achieved any of the following specific qualifications in educatio
Total: 3183
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