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Author: Johan G.L. Verheyden
This literature review explores the pedagogical and institutional mechanisms through which Early Grade Reading (EGR) programmes in East Africa achieve—or fail to achieve—sustained and equitable learning outcomes. Drawing on over 60 peer-reviewed studies and programme evaluations, it analyzes structured pedagogy models, teacher professional development, curriculum alignment, and formative assessment tools like the Early Grade Reading Assessment (EGRA). The review places a strong emphasis on inclusion, examining how gender, disability, and language-of-instruction policies shape differential learning outcomes. A dedicated chapter interrogates the validity, predictive power, and adaptability of EGRA, highlighting its value and limitations as a policy tool. The paper concludes with recommendations for designing EGR programmes that are pedagogically effective, institutionally sustainable, and socially just.