Pedagogical and Institutional Mechanisms in Early Reading Programmes in East Africa

This literature review explores the pedagogical and institutional mechanisms through which Early Grade Reading programmes achieve, or fail to achieve, learning outcomes. Drawing on over 60 peer-reviewed studies, programme evaluations, and policy reports, the review critically synthesizes evidence from Kenya, Uganda, Tanzania, Rwanda, and Ethiopia. It examines how structured pedagogy models, teacher training, language-of-instruction policies, curriculum alignment, and formative assessment tools such as the Early Grade Reading Assessment (EGRA) shape literacy acquisition in early primary education. Special attention is given to inclusion, highlighting gender disparities, disability exclusion, and the challenges of reaching marginalized populations such as linguistic minorities and displaced learners. The review also interrogates methodological limitations in the current evidence base, with a dedicated chapter assessing EGRA’s validity, predictive power, and cross-linguistic adaptability. The findings underscore the need for context-sensitive, equity-oriented interventions that integrate inclusive pedagogy with system-wide reform and robust monitoring. The review concludes with recommendations for designing and evaluating EGR programmes that are pedagogically effective, institutionally sustainable, and socially just.