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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
10455

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

Cases: 4538
Variables: 3183

Variables

w3_tq_g__name_of_grade
(g) name of grade 1 class:
w3_tq_q2a
2. age of teacher at last birthday:
w3_tq_q2b
2.(b) sex:
w3_tq_q2c_ii
2.c (ii) for the previous full week, how many learners were absent on average ev
w3_tq_q2d1_1_during_sch_time
q2d1.1 on average, how many minutes per week do you spend on each of the followi
w3_tq_q2d2_1_after_sch_time
q2d2.1 on average, how many minutes per week do you spend on each of the followi
w3_tq_q2d1_2_during_sch_time
q2d1.2 on average, how many minutes per week do you spend on each of the followi
w3_tq_q2d2_2_after_sch_time
q2d2.2 on average, how many minutes per week do you spend on each of the followi
w3_tq_q2d1_3_during_sch_time
q2d1.3 on average, how many minutes per week do you spend on each of the followi
w3_tq_q2d2_3_after_sch_time
q2d2.3 on average, how many minutes per week do you spend on each of the followi
w3_tq_q2_e
q2 (e) in the last 10 working days, how many days were you not at school / in yo
w3_tq_q2_f_1
q2 (f) indicate the number of days for each of the reasons provided below. 1) il
w3_tq_q2_f_2
q2 (f) indicate the number of days for each of the reasons provided below. 2) pe
w3_tq_q2_f_3
q2 (f) indicate the number of days for each of the reasons provided below. 3) te
w3_tq_q2_f_4
q2 (f) indicate the number of days for each of the reasons provided below. 4) of
w3_tq_q2_f_5
q2 (f) indicate the number of days for each of the reasons provided below. 5) ex
w3_tq_q2_f_6
q2 (f) indicate the number of days for each of the reasons provided below. 6) un
w3_tq_q2_f_7
q2 (f) indicate the number of days for each of the reasons provided below. 7) ot
w3_tq_q3_a_i
q3.(a) have you achieved any of the following specific qualifications in educati
w3_tq_q3_a_ii
q3.(a) have you achieved any of the following specific qualifications in educati
w3_tq_q3_a_iii
q3.(a) have you achieved any of the following specific qualifications in educati
w3_tq_q3_a_iv
q3.(a) have you achieved any of the following specific qualifications in educati
w3_tq_q3_a_v
q3.(a) have you achieved any of the following specific qualifications in educati
w3_tq_q3_a_vi
q3.(a) have you achieved any of the following specific qualifications in educati
w3_tq_q3_i
q3.i (i) indicate in which year _______ (for the highest qualification only)
w3_tq_q3b
q3.i (b) overall, how many years of teaching experience do you have? ______ year
w3_tq_q3c
q3.i (c) how many years have you been teaching at the foundation phase?______ ye
w3_tq_q3d
q3.i (d) is your class a multi-grade class?
w3_tq_q4_a
q4(a) how many books have you read this year? (exclude magazines) ______ books
w3_tq_q4_b
q4(b) what is the title of the latest book that you read? ______________________
w3_tq_q5_a_1
q5(a) how many times during the past month have parents contacted you about thei
w3_tq_q5_a_2
q5(a) how many times during the past month have parents contacted you about thei
w3_tq_q5_a_3
q5(a) how many times during the past month have parents contacted you about thei
w3_tq_q5_a_4
q5(a) how many times during the past month have parents contacted you about thei
w3_tq_q5_a_5
q5(a) how many times during the past month have parents contacted you about thei
w3_tq_q5_b_1
q5 (b) indicate how often you are able to send the following home with each lear
w3_tq_q5_b_2
q5 (b) indicate how often you are able to send the following home with each lear
w3_tq_q5_b_3
q5 (b) indicate how often you are able to send the following home with each lear
w3_tq_q5_c_1
q5 (c) how much do the following factors affect your capacity to provide good la
w3_tq_q5_c_2
q5 (c) how much do the following factors affect your capacity to provide good la
w3_tq_q5_c_3
q5 (c) how much do the following factors affect your capacity to provide good la
w3_tq_q5_c_4
q5 (c) how much do the following factors affect your capacity to provide good la
w3_tq_q5_c_5
q5 (c) how much do the following factors affect your capacity to provide good la
w3_tq_q5_c_6
q5 (c) how much do the following factors affect your capacity to provide good la
w3_tq_q5_d
q5 (d) which one of the following types of intervention would be most helpful to
w3_tq_q5_e
listen to each pupil read out loud
w3_tq_q5_f
one-on-one reading assessment
w3_tq_q5_g
q5 (g) out of every 10 grade 2 learners in your class, how many can read more th
w3_tq_q5_h
q5 (h) out of every 10 grade 2 learners in your class, how many can read more th
w3_tq_q5_i
q5 (i) do you group the learners in your class according to their reading profic
w3_tq_q5_j_1
q5 (j) how often do you do the following activities in your home language litera
w3_tq_q5_j_2
q5 (j) how often do you do the following activities in your home language litera
w3_tq_q5_j_3
q5 (j) how often do you do the following activities in your home language litera
w3_tq_q5_j_4
q5 (j) how often do you do the following activities in your home language litera
w3_tq_q5_j_5
q5 (j) how often do you do the following activities in your home language litera
w3_tq_q5_k
q5 (k) when teaching a phonics sound, how many times do you repeat the sound?
w3_tq_q5_l_1
q5 (l) how strongly do you agree with the following statements? (i) i feel supp
w3_tq_q5_l_2
q5 (l) how strongly do you agree with the following statements? (ii) i regularl
w3_tq_q5_m
q5 (m) at the start of this year, how many of the children in your class were we
w3_tq_q6_a
q6 (a) in this year (2016), have you received professional in-service teacher tr
w3_tq_q6_b
q6 (b) in this year (2016), have you received professional in-service teacher tr
w3_tq_q6_c
q6 (c) how much literacy training and support did you receive this year on how t
w3_tq_q6_d
q6 (d) what was the quality of that support?
w3_tq_q6_e_1
q6 (e) (i) how often do the following persons meet with grade 1 teachers to disc
w3_tq_q6_e_2
q6 (e) (ii) how often do the following persons meet with grade 1 teachers to dis
w3_tq_q6_e_3
q6 (e) (iii) how often do the following persons meet with grade 1 teachers to di
w3_tq_q6_f
q6 (f) do you as setswana language teachers have cluster meetings or meet as com
w3_tq_q6_g
q6 (g) do you ever receive or borrow lesson plans from teachers at other schools
w3_tq_q6_h
q6 (h) do you ever share your lesson plans with teachers at other schools?
w3_tq_q8a__ob
(a) observation of sufficiency of facilities and materials
w3_tq_q8b_1_l
(b). 1 lighting / windows
w3_tq_q8_2_le
(b). (ii) learner desks / chairs
w3_tq_q8b_3_o
(b). (iii) overall space
w3_tq_q8b_4_c
(b). (iv) chalkboard, chalk & eraser
w3_tq_q8b_5_r
(b). (v) reading corner / box library
w3_tq_q8b_6_d
(b). (vi) dbe workbooks
w3_tq_q8b_7_g
(b). (vii) graded readers
w3_tq_q8b_8_s
(b). (viii) setswana wall charts / posters
w3_tq_q8b_9_p
(b). (ix) picture wall charts/ posters (no words)
w3_tq_q8b_10_
(b). (x) flash cards displayed on classroom walls
w3_tq_q9
learner has markbook
w3_tq_q10
q10. how many assessment tasks are recorded (with complete marks for the class)
w3_tq_q11
q11. ask to see the list/s of reading groups, and rate that/them as requested be
w3_tq_q13_a
days pupil completed any exercises
w3_tq_q13_b
days pupil completed writing exercises
w3_tq_q13_c
days pupil completed full sentence writing exercises
w3_tq_q14_1
q14 was there evidence of learner work being completed on the listed pages in th
w3_tq_q14_2
q14 was there evidence of learner work being completed on the listed pages in th
w3_tq_q14_3
q14 was there evidence of learner work being completed on the listed pages in th
w3_tq_q15
q15 how many of the total number of exercises were marked / signed by the teache
w3_tq_q16
q16. when the learner did not get the answer completely correct, how often did t
w3_tq_outcome
outcome
w3_tq_read_loud
listen to each pupil read out loud (almost daily)
w3_tq_read_assess
one-on-one reading assessment (at least weekly)
w3_tq_stream
stream by ability
w3_tq_assess
teacher has pupil mark sheet
w3_tq_grouplists
teacher has list of groups
w3_tq_received_support
teacher received professional in-service teacher training on how to teach setswa
w3_tq_support_very_good
quality of support - very good
w3_tq_support_good
quality of support - good or very good
w3_tq_support_enough
just enough support
w3_tq_support_too_much
too much support
w3_p_gender
gender
w3_p_instrument_type
instrument type
w3_p_age
age
w3_p_grade
grade
w3_p_class_id
class
w3_p_q1
q1. are you the one who mainly looks after the learner who brought this form hom
w3_p_q2
q2. how are you related to this learner?
w3_p_q3
q3. how old are you?
w3_p_q4
q4. as main caregiver or parent of the child, what is your highest education lev
w3_p_q5
q5. i completed at least one degree of three or more years - read to him or her
w3_p_q6
q6. i completed at least one degree of three or more years - check if he/she is
w3_p_q7
q7. how many books are there at your home?
w3_p_q8
q8. on how many days a week do you read to your child?
w3_p_q9
q9. on how many days a week do you play language and sound games with your child
w3_p_q10
q10. please describe one game that you sometimes use to help your child to learn
w3_p_q11_a
q11. (a) how many parents meetings did you attend at the school this year (2016)
w3_p_q11_b
q11. (b) what at home makes it difficult to attend meetings at school?
w3_p_q11_c
q11.(c) what at school makes it difficult to attend meetings at school?
w3_p_q12
q12. who, do you believe, is most responsible for your child
w3_p_q13
q13. compared to other learners in your child
w3_p_q14
q14. how often did your child miss school this year?
w3_p_q15
q15. how often do you check your child
w3_p_q16
q16. on what does your child spend most of his/her time at home during the week?
w3_p_q17_a_h
q17. please indicate the time of day that your child usually: (a) gets up in the
w3_p_q17_a_m
q17. please indicate the time of day that your child usually: (a) gets up in the
w3_p_q17_b_h
q17. please indicate the time of day that your child usually: (b) leaves for sch
w3_p_q17_b_m
q17. please indicate the time of day that your child usually: (b) leaves for sch
w3_p_q17_c_h
q17. please indicate the time of day that your child usually: (c) gets home from
w3_p_q17_c_m
q17. please indicate the time of day that your child usually: (c) gets home from
w3_p_q17_d_h
q17. please indicate the time of day that your child usually: (d) goes to bed
w3_p_q17_d_m
q17. please indicate the time of day that your child usually: (d) goes to bed
w3_p_q18_a
q18. a do you watch any of the following tv shows with your child during the wee
w3_p_q18_b
q18. b do you watch any of the following tv shows with your child during the wee
w3_p_q18_c
q18. c do you watch any of the following tv shows with your child during the wee
w3_p_outcome
outcome
w3_c_class_size
class size
w3_c_pupil_female
girl
w3_c_district
kenneth district
w3_c_rural
dummy: rural
w3_c_par_matric
w3_pr_att_topic1
parent attended session for topic 1
w3_pr_att_topic2
parent attended session for topic 2
w3_pr_att_topic3
parent attended session for topic 3
w3_pr_att_topic4
parent attended session for topic 4
w3_pr_att_topic5
parent attended session for topic 5
w3_pr_att_topic6
parent attended session for topic 6
w3_pr_att_topic7
parent attended session for topic 7
w3_pr_att_topic8
parent attended session for topic 8
w3_pr_parent_att_y1
number of class act parent sessions attended in 2015
w3_pr_parent_att_y2
number of class act parent sessions attended in 2016
w3_pr_parent_att_y1and2
number of class act parent sessions attended in 2015 & 2016
w3_pr_coach_id
coach id
w3_pr_mean_coach_visits
mean number of coach visits
w4_lt_totscore
scores for component 1
w4_attrite
attrite
w4_attritext1
attrition x training
w4_attritext2
attrition x coaching
w4_attritext3
attrition x parents
w4_gr2
w4_gr3
w4_gr4
w4_pq_year
year
w4_pq_month
month
w4_lt_enumerator_anon
w4_lt_enumerator_anon
w4_lt_date_year
w4 learner assessment date: year
w4_lt_date_month
w4 learner assessment date: month
w4_lt_learner_age
learner_age
w4_lt_learner_gender
learner_gender
w4_lt_learner_grade
learner_grade
w4_lt_ss_h_ron_15s_1_11
hl 1.1(1): rapid object naming (in 15s)
w4_lt_ss_h_ron_pm_1_12
hl 1.1(2): rapid object naming (per min)
w4_lt_ss_h_rln_15s_1_21
hl 1.2(1): rapid letter naming (in 15s)
w4_lt_ss_h_rln_15s_1_22
hl 1.2(2): rapid letter naming (per min)
w4_lt_ss_h_lsr_60s_21
hl 2: letter sound recognition (in 60s)
w4_lt_ss_h_lsr_pm_22
hl 2: letter sound recognition (per min)
w4_lt_ss_h_wre_60s_31
hl 3: word recognition (in 60s)
w4_lt_ss_h_wre_pm_32
hl 3: word recognition (per min)
w4_lt_ss_h_orf_60s_4_11
hl 4.1: oral reading fluency, text 1 (in 60s)
w4_lt_ss_h_orf_pm_4_12
hl 4.1: oral reading fluency, text 1 (per min)
w4_lt_ss_h_orc_4_2
hl 4.2: orf comprehension, text 1
w4_lt_ss_h_orf_60s_51
hl 5: oral reading fluency, text 2 (in 60s)
w4_lt_ss_h_orf_pm_52
hl 5: oral reading fluency, text 2 (per min)
w4_lt_ss_e_wre_60s_61
efal 6: word recognition (in 60s)
w4_lt_ss_e_wre_pm_62
efal 6: word recognition (per min)
w4_lt_ss_e_orf_60s_7_11
efal 7.1: oral reading fluency (in 60s)
w4_lt_ss_e_orf_pm_7_12
efal 7.1: oral reading fluency (per min)
w4_lt_ss_e_orc_7_2
efal 7.2: orf comprehension
w4_lt_ss_h_wco_8
hl 8_wr 1: written comprehension
w4_lt_ss_e_wco_9
efal 9_wr 2: written comprehension
w4_lt_ss_m_mat_10
mat 10_wr 3: mathematics
w4_lt_task_11_obj_nam_auto_sto
task_1.1:_object_naming_auto_stop
w4_lt_task_11_obj_nam_time_rem
task_1.1:_object_naming_time_remain
w4_lt_task_11_obj_nam_item_at_
task_1.1:_object_naming_item_at_time
w4_lt_task_11_obj_nam_attempte
task_1.1:_object_naming_attempted
w4_lt_task_11_obj_nam_time_all
task_1.1:_object_naming_time_allowed
w4_lt_tsk_1a_1
wave 4: task 1a. 1
w4_lt_tsk_1a_2
wave 4: task 1a. 2
w4_lt_tsk_1a_3
wave 4: task 1a. 3
w4_lt_tsk_1a_4
wave 4: task 1a. 4
w4_lt_tsk_1a_5
wave 4: task 1a. 5
w4_lt_tsk_1a_6
wave 4: task 1a. 6
w4_lt_tsk_1a_7
wave 4: task 1a. 7
w4_lt_tsk_1a_8
wave 4: task 1a. 8
w4_lt_tsk_1a_9
wave 4: task 1a. 9
w4_lt_tsk_1a_10
wave 4: task 1a. 10
w4_lt_tsk_1a_11
wave 4: task 1a. 11
w4_lt_tsk_1a_12
wave 4: task 1a. 12
w4_lt_tsk_1a_13
wave 4: task 1a. 13
w4_lt_tsk_1a_14
wave 4: task 1a. 14
w4_lt_tsk_1a_15
wave 4: task 1a. 15
w4_lt_tsk_1a_16
wave 4: task 1a. 16
w4_lt_tsk_1a_17
wave 4: task 1a. 17
w4_lt_tsk_1a_18
wave 4: task 1a. 18
w4_lt_tsk_1a_19
wave 4: task 1a. 19
w4_lt_tsk_1a_20
wave 4: task 1a. 20
w4_lt_tsk_1a_21
wave 4: task 1a. 21
w4_lt_tsk_1a_22
wave 4: task 1a. 22
w4_lt_tsk_1a_23
wave 4: task 1a. 23
w4_lt_tsk_1a_24
wave 4: task 1a. 24
w4_lt_tsk_1a_25
wave 4: task 1a. 25
w4_lt_tsk_1a_26
wave 4: task 1a. 26
w4_lt_tsk_1a_27
wave 4: task 1a. 27
w4_lt_tsk_1a_28
wave 4: task 1a. 28
w4_lt_tsk_1a_29
wave 4: task 1a. 29
w4_lt_tsk_1a_30
wave 4: task 1a. 30
w4_lt_tsk_1a_31
wave 4: task 1a. 31
w4_lt_tsk_1a_32
wave 4: task 1a. 32
w4_lt_tsk_1a_33
wave 4: task 1a. 33
w4_lt_tsk_1a_34
wave 4: task 1a. 34
w4_lt_tsk_1a_35
wave 4: task 1a. 35
w4_lt_tsk_1a_36
wave 4: task 1a. 36
w4_lt_task1_2_ln_auto_stop
task1_2_ln_auto_stop
w4_lt_task1_2_ln_item_at_time
task1_2_ln_item_at_time
w4_lt_task1_2_ln_time_allowed
task1_2_ln_time_allowed
w4_lt_task1_2_ln_time_remain
task1_2_ln_time_remain
w4_lt_task1_2_ln_attempted
task1_2_ln_attempted
w4_lt_tsk_1b_1
wave 4: task 1b. 1
w4_lt_tsk_1b_2
wave 4: task 1b. 2
w4_lt_tsk_1b_3
wave 4: task 1b. 3
w4_lt_tsk_1b_4
wave 4: task 1b. 4
w4_lt_tsk_1b_5
wave 4: task 1b. 5
w4_lt_tsk_1b_6
wave 4: task 1b. 6
w4_lt_tsk_1b_7
wave 4: task 1b. 7
w4_lt_tsk_1b_8
wave 4: task 1b. 8
w4_lt_tsk_1b_9
wave 4: task 1b. 9
w4_lt_tsk_1b_10
wave 4: task 1b. 10
w4_lt_tsk_1b_11
wave 4: task 1b. 11
w4_lt_tsk_1b_12
wave 4: task 1b. 12
w4_lt_tsk_1b_13
wave 4: task 1b. 13
w4_lt_tsk_1b_14
wave 4: task 1b. 14
w4_lt_tsk_1b_15
wave 4: task 1b. 15
w4_lt_tsk_1b_16
wave 4: task 1b. 16
w4_lt_tsk_1b_17
wave 4: task 1b. 17
w4_lt_tsk_1b_18
wave 4: task 1b. 18
w4_lt_tsk_1b_19
wave 4: task 1b. 19
w4_lt_tsk_1b_20
wave 4: task 1b. 20
w4_lt_tsk_1b_21
wave 4: task 1b. 21
w4_lt_tsk_1b_22
wave 4: task 1b. 22
w4_lt_tsk_1b_23
wave 4: task 1b. 23
w4_lt_tsk_1b_24
wave 4: task 1b. 24
w4_lt_tsk_1b_25
wave 4: task 1b. 25
w4_lt_tsk_1b_26
wave 4: task 1b. 26
w4_lt_tsk_1b_27
wave 4: task 1b. 27
w4_lt_tsk_1b_28
wave 4: task 1b. 28
w4_lt_tsk_1b_29
wave 4: task 1b. 29
w4_lt_tsk_1b_30
wave 4: task 1b. 30
w4_lt_tsk_1b_31
wave 4: task 1b. 31
w4_lt_tsk_1b_32
wave 4: task 1b. 32
w4_lt_tsk_1b_33
wave 4: task 1b. 33
w4_lt_tsk_1b_34
wave 4: task 1b. 34
w4_lt_tsk_1b_35
wave 4: task 1b. 35
w4_lt_tsk_1b_36
wave 4: task 1b. 36
w4_lt_task2_tswlsr_auto_stop
task2_tswlsr_auto_stop
w4_lt_task2_tswlsr_item_at_tim
task2_tswlsr_item_at_time
w4_lt_task2_tswlsr_time_allowe
task2_tswlsr_time_allowed
w4_lt_task2_tswlsr_time_remain
task2_tswlsr_time_remain
w4_lt_task2_tswlsr_attempted
task2_tswlsr_attempted
w4_lt_tsk_2_1
wave 4: task 2. 1
w4_lt_tsk_2_2
wave 4: task 2. 2
w4_lt_tsk_2_3
wave 4: task 2. 3
w4_lt_tsk_2_4
wave 4: task 2. 4
w4_lt_tsk_2_5
wave 4: task 2. 5
w4_lt_tsk_2_6
wave 4: task 2. 6
w4_lt_tsk_2_7
wave 4: task 2. 7
w4_lt_tsk_2_8
wave 4: task 2. 8
w4_lt_tsk_2_9
wave 4: task 2. 9
w4_lt_tsk_2_10
wave 4: task 2. 10
w4_lt_tsk_2_11
wave 4: task 2. 11
w4_lt_tsk_2_12
wave 4: task 2. 12
w4_lt_tsk_2_13
wave 4: task 2. 13
w4_lt_tsk_2_14
wave 4: task 2. 14
w4_lt_tsk_2_15
wave 4: task 2. 15
w4_lt_tsk_2_16
wave 4: task 2. 16
w4_lt_tsk_2_17
wave 4: task 2. 17
w4_lt_tsk_2_18
wave 4: task 2. 18
w4_lt_tsk_2_19
wave 4: task 2. 19
w4_lt_tsk_2_20
wave 4: task 2. 20
w4_lt_tsk_2_21
wave 4: task 2. 21
Total: 3183
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