The Read Liberia Activity provides technical assistance to the Ministry of Education to improve early grade reading skills for 57,600 students in grades 1 and 2 in 640 schools and pilot a model for improving oral vocabulary for 2,700 kindergarten students 60 out of the 640 schools. The activity aims to increase the Liberian Government’s commitment to improve evidence-based reading instruction, provide teaching and learning materials, and improve early grade reading (EGR) classroom instruction, service delivery, parent, community, and private sector support.

 Current Activities

  • Produce actionable, Ministry of Education endorsed plans to support and monitor evidence-based approaches and to implement policies in support of EGR
  • Develop, distribute, and use evidence-based reading books and instructional materials that the Ministry must validate
  • Improve in-service training in EGR instructional and formative assessment in-service training and teacher coaching and supervision and develop and implement  performance standards for teachers and students
  • Provide non-monetary incentives for teachers implementing evidence-based reading programming
  • Improve data collection, analysis, and reporting systems and research factors related to EGR
  • Improve parents, community-based organization’s  ability to support and monitor EGR and establish Public-Private Partnerships to support EG

Accomplishments to Date:

  • Supported 34,344 (17,918M/16,426F) primary and 2,245 (1,183F) pre-primary/kindergarten learners toward development of improved EGR skills.
  • Distributed 15,395 textbooks and other teaching and learning materials to teachers and students.
  • Trained 1,083 (331F) primary school educators/teachers on implementing evidence-based reading instruction
  • Trained 559 (128F/431M) education administrators and officials on EGR implementation
  • Engaged 635 parent-teacher associations and continued to reach out to the private sector to support reading.  As a result, many rural and urban parents have created reading spaces for their children, which proved very useful during the lockdown.
  • Approximately 90 percent of learners of primary grade targeted for assistance had the appropriate inclusively representative variety of decodable, leveled, and supplementary readers.