April 2012
This publication was produced for review by the United States Agency for International Development. It was prepared 
by RTI International.
EVALUATION
EdData II Task Order 7
NALAP Formative Evaluation Report, Ghana
USAID /Louis Erwin Stippel
EdData II 
Task Order 7
NALAP Formative Evaluation 
Report, Ghana
EdData II Technical and Managerial Assistance, Task 7
Task Order No. EHC-E-07-04-00004-00 
Strategic Objective 3
RTI Project No. 09354.007
April 2011
This publication was produced for review by the United States Agency for International 
Development. It was prepared by RTI International. 
Task Order 7
NALAP Formative Evaluation 
Report
Prepared for
Sandra Bertoli, Contracting Officer’s Technical Representative (COTR)
Bureau for Economic Growth, Agriculture and Trade (EGAT/ED)
United States Agency for International Development
Prepared by
RTI International
3040 Cornwallis Road
Post Office Box 12194
Research Triangle Park, NC 27709-2194
RTI International is a trade name of Research Triangle Institute.
The authors’ views expressed in this publication do not necessarily reflect the views of 
the United States Agency for International Development or the United States 
Government.
EdData II TO 7—NALAP Formative Evaluation Report, Ghana iii
Table of Contents
Page
List of Figures..................................................................................................................iv
List of Tables ...................................................................................................................iv
Introduction ..................................................................................................................... 1
Methodology.................................................................................................................... 2
Ghana Oral Assessment of Literacy Skills ................................................................. 2
Interview Protocols..................................................................................................... 3
Classroom Observation Protocol ............................................................................... 3
Sample....................................................................................................................... 3
Findings 4
Literacy Findings........................................................................................................ 4
Instructional Findings ...................................................................................................... 6
Classroom Observation ............................................................................................. 6
Interview Findings .................................................................................................... 11
Implications and Recommendations...............................................................................11
Pedagogical Improvements ..................................................................................... 11
Refresher Course..................................................................................................... 12
Use of Data in NALAP ............................................................................................. 13
NALAP Material Revisions....................................................................................... 14
Social Advocacy....................................................................................................... 15
Use of Existing Resources ............................................................................................ 15
Institutional Support (instruction).............................................................................. 16
Institutional Support (implementation)...................................................................... 16
Annex A: Literacy Assessment Protocols ....................................................................... 1
Annex B: Interview Protocols.......................................................................................... 1
Annex C: Classroom Observation Protocol .................................................................... 1
Annex D: NALAP Formative Evaluation (presentation)................................................... 1
EdData II TO 7—NALAP Formative Evaluation Report, Ghana iv
List of Figures
Figure 1. Percentage of Zero Scores ............................................................................. 5
Figure 2. Reading and Listening Comprehension Comparison...................................... 6
Figure 3. Lesson Planning ............................................................................................. 7
Figure 4. Learner Engagement ...................................................................................... 8
Figure 5. Use of Teaching and Learning Materials (TLM) .............................................. 8
Figure 6. Ghana Language ............................................................................................ 9
Figure 7. English Language ......................................................................................... 10
Figure 8. Guskey Theory of Teacher Behavioral Change (Guskey, 2002) ................... 12
Figure 9. Possible Collaboration of Divisions around NALAP Implementation............. 17
List of Tables
Table 1. Pupils Tested, by Language and Gender........................................................ 4
Table 2. Teacher Interviews and Classroom Observations, by Grade .......................... 4
Table 3. Means by Task, Language and Gender .......................................................... 5
Table 4. Comparison of Observations Results, May 2010 and March 2011 ............... 10
EdData II TO 7—NALAP Formative Evaluation Report, Ghana 1
Introduction
This EdData II task focused on creating data for decision-making usable for both the Ghana 
Education Service (GES) and the USAID/Ghana mission. The National Literacy Acceleration 
Programme (NALAP) formative evaluation described in this report was designed to be a micro￾level assessment of the current status of NALAP in Ghana. NALAP is a ground-breaking literacy 
intervention, unique in both Ghana and sub-Saharan Africa. While several countries have 
recently moved toward local language policies focused on ensuring that children learn to read in 
the language that they speak at home, many of these country policies are impeded by the lack of 
high-quality pedagogical material to support them, and fewer have careful designs for the 
transition to a language of broader communication, such as English. The NALAP program was 
designed to provide the education system with the materials and training to properly implement a 
mother tongue policy, using locally developed reading materials and teachers’ guides to help 
teachers do the relatively difficult task of revising how they teach reading. EdData II’s 
evaluation strategy was to obtain in-depth data for GES and USAID while limiting the sample to 
a manageable size. This report is a summary of the evaluation’s activities and basic findings. 
The National Literacy Acceleration Program (NALAP), a joint initiative by the Ghana Education 
Service (GES) and USAID, focuses on improving literacy learning through mother tongue 
instruction in kindergarten through third grade with an early transition to English. The origin of 
this activity was a pilot program implemented by the GES and USAID in 2004 utilizing the 
Molteno Program Breakthrough to Literacy (BTL) series. The mother-tongue program served as 
the foundation of English in all of the test schools, and the Molteno Trainers worked closely with 
GES circuit supervisors and teachers in the pilot schools for the duration of the pilot. 
BTL made its mark on the learners and teachers in all the pilot schools with 70% of learners 
making good to excellent progress, and the motivation level was high with both students and 
staff. Because of this, the GES became determined to scale up this pilot to the national level and 
requested USAID assistance in developing a Ghanaian biliteracy program. Following several 
years of program and materials development, the NALAP program was initiated in Ghana in 
early 2010. NALAP has three major components. These are: the development of teaching and 
learning materials in eleven Ghanaian languages, the publishing and distribution of over 5 
million textbooks, and the training of 80,000 teachers. These components have been completed 
and NALAP has been implemented nationwide. 
Now that NALAP has been implemented for almost an entire school year, USAID required a 
relatively informal, yet conceptually rigorous (in terms of the constructs examined), formative
evaluation that was oriented at how NALAP is being implemented at this point, whether the 
pedagogical approaches used by teachers are effective, and more importantly the use that 
teachers are making of the NALAP teaching and learning materials. The following brief reports 
on the methodology, findings, and recommendations for improved implementation and 
sustainability based on the data collected. 
EdData II TO 7—NALAP Formative Evaluation Report, Ghana 2
Methodology
The evaluation employed a mixed methods research design. The tools employed in the study 
included pupil literacy assessment, associated pupil interviews, interviews with teachers and
head teachers, and structured classroom observations investigating the quality of NALAP 
implementation.
Ghana Oral Assessment of Literacy Skills
Pupils’ literacy skills were assessed using an oral individual standardized measure including five 
tasks. The Ghana Oral Assessment of Literacy Skills measures early literacy skills essential for 
becoming a successful reader. The skills measured are based on international research on how 
students learn to read in English. The measure assesses pupils’ knowledge of letter/sound 
correspondence, fluency with reading isolated words and connected text, and comprehension. 
Three of the tasks were timed so as to capture a measure of fluency. Reading fluency has been 
found to relate closely to comprehension in that pupils who are able to read words fluently can 
concentrate more of their working memory on remembering words and making meaning. 
Because NALAP is a program that teaches students to read first in their mother tongue and then 
transitions pupils to reading English, the literacy assessments were conducted in three Ghanaian 
languages: Fante, Dagbani, and Akuapem Twi. In each language the measure included the 
following five tasks:
1. Letter Sound Knowledge: Ability to recognize and say the sounds of the letters of the 
alphabet accurately, without hesitation and naturally. This is a timed test that assesses 
automaticity letter sound correspondence—
2. Familiar Word Fluency: Ability to read high-frequency words. This assesses whether 
children can process words quickly—
measured in letters per minute.
3. Oral Reading Fluency: Ability to read a passage, about 60 words long, that tells a story—
measured by words read per minute. 
4. Reading Comprehension: Ability to answer several comprehension questions based on 
the passage read—
measured by words read per minute. 
5. Listening Comprehension: Ability to follow and understand a simple oral story. This 
assesses a child’s ability to concentrate and focus to understand a very simple story of 
three sentences with simple noninferential (factual) questions and two inferential 
questions. It is considered a pre-reading skill. 
measured by percent correct out of five comprehension questions. 
EdData II developed the instruments through a process of analyzing Ghanaian language texts 
produced for NALAP, consultating with local language experts, and field testing. The NALAP 
reading textbooks for grade P2 were used to generate letter and word frequency lists. These lists 
were used to develop items for the Letter Sound Knowledge task and the Familiar Word Fluency
task. Language experts from the Winneba University reviewed the items for appropriateness. The 
local language experts worked with RTI reading experts to design the Oral Reading Fluency, 
Measured by percent correct out of five 
comprehension questions. 
EdData II TO 7—NALAP Formative Evaluation Report, Ghana 3
Reading Comprehension, and Listening Comprehension tasks. Instructions given by the 
assessors to the pupils were translated directly and revised for appropriateness. See Annex A for 
literacy assessment protocols.
Interview Protocols
Three interview protocols were developed for this evaluation. Pupils, teachers, and head teachers 
were interviewed at each school visited. Pupil interviews were conducted directly following the 
literacy assessment and included questions on literacy activities in and out of school as well as 
their beliefs about reading. Teacher and head teacher interview protocols were based on 
interview protocols used in a previous NALAP evaluation study conducted in May 2010 with 
some updating to help account for any changes in program implementation and the attitudes of 
teachers and head teachers over time. See Annex B for interview protocols. 
Classroom Observation Protocol
Observations of classroom instruction were conducted in each school by a local data collector 
and an international evaluator. A full 90-minute NALAP lesson was to be observed, although in 
some schools observations were less than 90 minutes given that some NALAP lessons did not 
cover the entire allotted period. 
This protocol asked observers to assign a score on several aspects of instruction based on a rubric 
created for each, and the longitudinal nature of the study allowed comparison with data from 
2010. Aspects assessed were: Lesson Planning, Use of Classroom Time, Managing Learner Task 
Related Behavior, Arrangement of Learners, Classroom Displays, Learner Engagement, Learner 
Interaction, Gender Sensitivity, Use of Teaching and Learning Materials, Thinking Skills, 
Feedback, and Oral and Written Communication in Ghanaian Language and English. See 
Annex C for the protocol. 
Sample
Due to time and budget limitations, the sample for this evaluation was small and informal. The 
design allowed a case study investigation of current NALAP implementation in three different 
regions of Ghana. Data collection took place in Takoradi/Sekondi, Kwahu West, and Tamale 
Districts, located in the Western, Eastern, and Northern regions. Three schools in 
Takoradi/Sekondi, three in Kwahu West, and two in Tamale were sampled. Given that the 
NALAP design assumes that all pupils in P2 are able to read with some measure of fluency, and 
that data collection took place near the end of the academic year, P2 was the target year of the 
NALAP assessment. Table 1 below shows the breakdown of pupils who were sampled for the 
pupil assessment. 
EdData II TO 7—NALAP Formative Evaluation Report, Ghana 4
Table 1. Pupils Tested, by Language and Gender
Language Female Male Total
Akuapem 24 28 52 
Dagbani 8 15 23 
Fante 26 31 57 
Total 58 74 132 
Along with pupil assessments and interviews, 8 head teachers, 11 P1–P3 teachers, and 12 P1–P3 
classroom observations were conducted. Table 2 shows the numbers and grades of teacher 
interviews and classroom observations. 
Table 2. Teacher Interviews and Classroom Observations, by Grade
Instrument P1 P2 P3 Total
Head Teacher Interview 8 
Teacher Interview 3 2 6 11
Classroom Observation 1 7 4 12
Findings
In this section we present the findings from analysis of the various data that were collected 
including outcomes from the literacy assessment, classroom observations, and teacher and head 
teacher interviews. 
Literacy Findings
Results of the literacy assessment are presented in Table 3 below disaggregated by language and 
gender. They present the per minute averages for letter/sounds, familiar words, and oral reading 
fluency, as well as the average percent correct for reading comprehension and listening 
comprehension. The findings show that P2 pupils, in each of the languages, are having major 
difficulties in reading acquisition and are in general not learning to read with fluency and 
comprehension. For example, the average child assessed in Akuapem Twi read 11.0 words per 
minute and answered 7.7% of comprehension questions correctly. None of the Dagbani pupils 
could read a single word, and therefore, the average comprehension score was 0% correct. In 
Fante, the average fluency score was 4.7 words per minute, with reading comprehension at 7.3% 
correct. Overall scores across all of the measures in all three regions were very low. Pupils’ 
scores indicate that they knew few letter sounds and often gave the English letter name (rather 
EdData II TO 7—NALAP Formative Evaluation Report, Ghana 5
than local language letter sound) as a response. Unfamiliarity with letter sounds of the language 
in which they are learning to read means that pupils will not be able to read words they have not 
memorized. Note that the scores for listening comprehension were relatively high. This suggests 
that the extremely low results were due not to pupils’ discomfort with the language (as they 
clearly understand the words), but to their inability to decode words to derive meaning from text.
Table 3. Means by Task, Language and Gender
Akuapem Dagbani Fante
Male Female Total Male Female Total Male Female Total
Letter Sound Knowledge 15.3 21.7 18.3 1.2 8 3.6 10.3 7.4 8.6
Familiar Word Reading 9.1 13.2 11 0 0 0 6 2.2 4.1
Oral Reading Fluency 10.3 11.8 11 0 0 0 6.7 2.8 4.7
Reading Comp. (%) 8.6 6.7 7.7 0 0 0 11.6 3.1 7.3
Listening Comp. (%) 56.4 65 60.4 84.4 68.8 80 54.8 51.5 53.7
Figure 1 below presents the findings another way. It highlights the low scores of children in the 
assessment by showing the percentage of pupils who scored 0 on each of the tasks in each 
language. The figure shows that all pupils in Dagbani scored 0 on the Familiar Word Reading, 
Oral Reading Fluency, and Reading Comprehension tasks. Percentages of zero scores were also 
very high among speakers of Fante and Akuapem. Note that very few pupils scored zero on 
listening comprehension. This points to the importance of improving NALAP implementation, to 
extend the skills that children have in understanding the spoken language to their skills in 
understanding written text. 
Figure 1. Percentage of Zero Scores
EdData II TO 7—NALAP Formative Evaluation Report, Ghana 6
Looking closer at the comprehension tasks, Figure 2 compares the reading and listening 
comprehension scores and shows the difference between the two scores. The red bars show the 
listening comprehension scores, the green bars the reading comprehension levels, and the blue 
bars the difference between the two. This shows that the gaps between pupils’ oral language 
skills and reading skills are very large, and highest in Dagbani. In all regions, the gap is more 
than 40%. 
Figure 2. Reading and Listening Comprehension Comparison
These differences highlight two important findings. First, as discussed above, pupils’ 
understanding of the local language is quite high. This supports the need for mother tongue 
instruction and the appropriateness of the policy situation in which NALAP is embedded, which 
maximizes the possibility that NALAP will be successful. Second, students are learning what 
they are being taught. By this comment, we connect to the results of the classroom observation, 
which revealed that the majority of teachers observed spent significant amounts of time reading 
stories aloud to children and asking pupils questions about the story. As a result, pupils are being 
taught listening comprehension skills, but far less frequently are they taught reading 
comprehension and decoding skills. In any case, the findings indicate that pupils can learn what 
they are taught, and given proper NALAP implementation, it is highly likely that children could 
learn to read.
Instructional Findings
Classroom Observation
The findings from the structured classroom observations show clearly that teachers followed 
some parts of the NALAP lessons, but did not adhere very closely to the scripts in the Teacher’s 
Guide (TG). Instruction seemed to be based on teachers reading aloud the story from the reader, 
or in the case of English activities, from the chalkboard, while pupils either sat quietly listening 
or repeated the stories sentence by sentence. This did not require that students engage with the 
EdData II TO 7—NALAP Formative Evaluation Report, Ghana 7
text, themselves. In the observation data collected, there were no instances of instruction on letter 
sound correspondence or breaking apart a word in order to sound it out. While the observations 
showed instruction at the word level, it was largely focused on teachers reading a word and
having pupils repeat the word; and in some instances this included discussion of word meaning. 
Observation notes showed that teachers were far more focused on teaching the content of the 
story (My Family, The Festival, etc.) than on supporting children’s reading of the story. For 
example, teachers focused on teaching what happens in a family, the relationships between 
family members, and the names of family members. This is opposed to using familiar concepts 
and vocabulary as a means of engaging pupils and activating background knowledge in order to 
teach pupils how to read the words and understand the stories. 
The observational protocol rated instruction across a variety of metrics. Results for each aspect 
of instruction can be seen in the PowerPoint presentation in Annex D. Some of the key aspects 
are explained below. These aspects are the ones most related to the pupil results seen above. 
In Figure 3, the results from the observational analysis on lesson planning are presented. The 
figure shows that the largest percentage of observations, a full 50%, indicated that only small 
portions of the lesson adhered to the Teacher’s Guide. Combined with the percentage of 
observed classrooms that did not utilize the Teacher’s Guide at all, two thirds of the lessons 
observed did not relate to the Teacher’s Guide substantially.
Figure 3. Lesson Planning
In Figure 4 below, one of the major benefits of NALAP is exhibited: in 75% of observed 
classrooms, most or all learners were engaged. This is one of the hypothesized benefits of 
NALAP, that children will be more heavily involved in the lesson because they are taught in a 
language that they understand. This was clearly the case in the observed classrooms, and is a 
very positive finding for NALAP. 
0%
10%
20%
30%
40%
50%
60%
No 
preparation, 
no TG
Some of the 
lesson 
according to 
TG
3-5 parts of 
lesson 
according to 
TG
All parts 
according to 
TG
EdData II TO 7—NALAP Formative Evaluation Report, Ghana 8
Figure 4. Learner Engagement
Figure 5 below shows the remarkable finding, given similar mother tongue projects across sub￾Saharan Africa, that more than 80% of classrooms had pupils’ books and materials that were in 
students’ hands. Our observations revealed that the majority of children had books, which 
research has shown is a key variable in whether literacy interventions work. However, this figure
also shows that in 75% of classrooms observed, teachers did not use the books in the way that 
the Teacher’s Guide specified, which limited the ability of the high-quality materials to have 
their effect on student outcomes. 
Figure 5. Use of Teaching and Learning Materials (TLM)
This figure and Figure 6 below present findings regarding whether and how teachers could 
employ the two languages in use in NALAP. Impressive results were found for the Ghanaian 
0
10
20
30
40
50
60
Learners sit 
passively and 
listen
Few learners 
actively 
participate
Most learners 
actively 
participate
All learners 
actively 
participate
0
10
20
30
40
50
60
70
80
No NALAP TLMs 
used
Teacher alone 
uses NALAP 
TLMs
Teacher uses 
NALAP TLMs, 
learners engage 
with TLMS
Teacher uses 
NALAP TLMs 
according to TG
EdData II TO 7—NALAP Formative Evaluation Report, Ghana 9
language, at least in the small sample for this study, where nearly 70% of observations revealed 
that the Ghanaian language was written, spoken, and read correctly, with enough mastery of the 
language that teachers could vary their explanations. We understand, however, that there are 
significant percentages of teachers assigned in schools and grades that do not have sufficient 
facility with the mother tongue to teach reading in that language. That appears to be a significant 
issue for the teacher deployment structure to keep in mind, such that teachers are assigned to the 
schools that use their languages skills for NALAP implementation. This is a much better solution 
than trying to “train” teachers without the language to use the language, since such short-term 
trainings are no substitute for years of language development. In any case, the issue for NALAP 
is not only proficiency in the language of the school, but more important, and quite differently, 
understanding how to teach reading in that language. Many teachers who are fluent in a language 
are not well prepared for teaching the unique and specific area of reading in that language.
Figure 6. Ghanaian Language
Related to Figure 6 above, Figure 7 below presents the findings of whether and to what extent
teachers were capable of teaching in English. The findings show that a full 60% of the teachers 
were not completely comfortable teaching in English. This is an essential area of concern, given 
that the NALAP program promises not only to teach children to read in the mother tongue but 
also to transfer those literacy skills to English, successfully and quickly, while not losing the 
mother tongue skills. 
0
10
20
30
40
50
60
70
80
Teacher cannot 
speak read or 
write Ghanaian 
language
Teacher speaks 
but cannot read 
or write 
Ghanaian 
language
Teacher speaks, 
reads, and 
writes, but has 
difficulty 
explaining
Teacher speaks, 
reads, and 
writes, and 
explains in 
different ways
EdData II TO 7—NALAP Formative Evaluation Report, Ghana 10
Figure 7. English Language
The advantage of using the same protocol in this study (March 2011) as was used in the previous 
(May 2010) study, is that we could compare the results of the program implementation over 
time. The results show clearly that the implementation of NALAP, in sampled schools, seems to 
have declined. Table 4 shows the overall change from May 2010 to March 2011. A comparison 
was made on each aspect of the protocol. If scores were higher in 2011, schools were given a 1; 
if they were lower, -1; and if no change, a 0. Scores were tallied and then disaggregated by 
region. The table indicates that the Eastern region showed the most negative change since 2010. 
The Northern region, where students performed the lowest, also declined in its implementation. 
On the other hand, the Western region showed a slight positive change. 
Table 4. Comparison of Observations Results, 
May 2010 and March 2011
Region Change
Eastern -8 
Northern -3 
Western +3 
The relative decline in NALAP implementation since 2010 is not surprising, as some teachers 
observed and interviewed had not been trained in NALAP implementation. The teachers who 
were trained reported that they had received little to no follow-up support after the initial 
training. The lack of training and support under NALAP makes it less likely that teachers will be 
0
10
20
30
40
50
60
Teacher not 
confident in 
English
Teacher speaks 
but cannot read 
or write English
Teacher speaks, 
reads, and writes 
English, but has 
difficulty teaching
Teacher has 
command over 
English and 
explains concepts 
differently
EdData II TO 7—NALAP Formative Evaluation Report, Ghana 11
able to fully implement the NALAP lessons, and more likely that they will revert to their 
previous instructional methods that require less work and change. 
Interview Findings
Interviews with teachers and head teachers showed findings that triangulated the data from the 
observations. Teachers and head teachers responded positively to questions concerning their 
opinions of the program and the materials. Teachers and head teachers both noted that the 
NALAP instructional methods motivated students, making them excited to learn and more 
engaged. Several teachers said that the stories in the NALAP readers were too long for the 
students, in P2 particularly. This makes sense considering the outcomes of the literacy 
assessment. Pupils who are not yet fully in command of letter-sound correspondence and word 
decoding skills will have a difficult time reading paragraphs and stories, and making meaning 
from them.
Teachers’ responses to questions concerning instruction in letter sounds and word reading 
showed a general lack of understanding of phonics instruction and the role it plays in learning to 
read. Teachers were asked how children learned about letters and sounds, and what activities are 
effective for teaching letter-sound correspondence. Most teachers responded to these questions 
with some reference to phonics and relating sounds to letters. However, other teachers 
mentioned activities such as repeating after the teacher or pronouncing words. When asked the 
same questions about instruction and activities to sound out and read words, teachers mentioned 
using picture cards, singing, or repeating after the teacher. Only one teacher mentioned activities 
such as blending and segmenting. These data show that while teachers were aware of how to 
teach letters, they exhibited little understanding that word reading requires the use of and 
attention to letter sounds and how they are put together to make a word. For some teachers, there 
seemed to be no relation between teaching letter sounds and teaching word reading. This may 
explain why classroom observations lacked attention to sounding out words even though key 
words were being taught prior to reading a new story and this skill was part of the Teacher’s 
Guide. NALAP only includes instruction in letter sounds in KG1–P1 classrooms for Ghanaian 
language; thus, P2 teachers would not be expected to teach letter sounds. However, as the 
literacy assessment results showed, direct instruction in letter sounds and word reading is clearly 
necessary. 
Implications and Recommendations
Pedagogical Improvements
NALAP’s accomplishments thus far are impressive. The program and materials are, in many 
ways, a model for sub-Saharan African countries with similar language-of-instruction policies. 
Tweaking some pedagogical aspects of the program could make significant improvements in 
student outcomes. For instance, emphasizing that the Teacher’s Guide should replace 
conventional instruction and be strictly followed would ensure pupils receive sufficient 
EdData II TO 7—NALAP Formative Evaluation Report, Ghana 12
opportunities to learn reading skills and comprehension strategies. Following the Teacher’s 
Guide exactly, rather than using it as a supplement to traditional approaches, would also ensure 
that the reading text from NALAP would be a medium for teaching reading instead of content. 
Close adherence to the Teacher’s Guide would focus instruction more towards reading and 
understanding. A focus on phonics and decoding in grades one through three would ensure that 
pupils are learning how to read new words as they get more and more complex. Along with an 
emphasis on decoding words, instruction in meaning making (reading comprehension) is 
imperative. Comprehension instruction should focus on how words put together in text make 
meaning, using questions of varying types and difficulty, including literal questions, those that 
require the use of background knowledge, and inferential questions. Considering new ways to set 
up incentives for teachers that would motivate the effort and change required is vital for NALAP 
success. 
Refresher Course
The findings clearly show a need for further training on NALAP implementation. The initial 
2010 training gave teachers a five-day introduction to the implementation of the program. 
According to the teachers interviewed, there had been little to no follow up support. For 
logistical reasons, not all teachers were trained and new teachers started teaching after NALAP 
start-up. A refresher course that trains all KG1–P3 teachers on NALAP methods is therefore 
essential. 
The training modality is an important consideration for the refresher course. NALAP is asking 
teachers to make a very large and fundamental change in their pedagogy. Research on teacher 
change has shown this type of change to require more intensive types of training that refer to 
how teachers think and are motivated. Figure 8 below shows that teachers’ behavioral change 
requires several steps. First, teachers need professional development in new methods. Second, 
teachers need to “try out” the new methods in their classrooms. Third, teachers need to evaluate 
for themselves whether the change in methods improves outcomes. Finally, and only if the 
teacher is convinced that the new methods improve outcomes enough to be worth the effort, do 
teachers change their attitudes and beliefs. This is the process necessary to lead to sustained 
change in behavior. And unless NALAP training methods reflect this process of teacher change, 
NALAP training is likely to follow the same path as other fundamental reforms. Given the 
loosely coupled nature of classrooms in sub-Saharan Africa, without a change in teachers’ 
behavior and attitudes, traditional training is unlikely to touch the instructional core of the 
relationship between teachers and students in the classroom. 
Figure 8. Guskey Theory of Teacher Behavioral Change (Guskey, 2002)
EdData II TO 7—NALAP Formative Evaluation Report, Ghana 13
Using this theory of teacher change in the design of the refresher course would be wise. Such a 
refresher course would benefit from a staggered approach. This approach could bring teachers 
together for a shorter training (hopefully to focus on phonics skills, initially) where they could 
see model lessons and discuss classroom instruction with other teachers. Then they would return 
to their classrooms to put into practice what was learned with support and reflection with other 
teachers. It is essential that teachers, after receiving the new information from the training, have 
coaching support from an instructional specialist. Ideally, after this first round of brief training, 
teachers would be observed in their attempts to implement the new methods, and then have 
pedagogy-based discussions with the instructional specialist, or coach (on a particular classroom 
observation) and with other teachers (on the group’s attempts to implement the new method). 
Following this would be a second round of training where teachers would have a chance to 
reflect and refine their newly acquired skills, and add to the basic training new ideas and content. 
Having focused support in the classroom throughout the school year, but especially immediately 
following training, is a key recommendation for successful teacher change. With NALAP, it is 
fair to say that teachers are being asked to change everything they know and do about teaching 
pupils to read. Teachers would therefore benefit from increased support of more knowledgeable 
experts such as supervisors and District Teacher Support Teams (DTSTs), who also must be 
specially trained to observe, model, and give feedback. They themselves must acquire expertise 
in teaching reading. Focusing the job of supervisors and DTSTs on NALAP implementation 
would help structure their work, as well as help focus the teachers in ongoing growth for using 
NALAP. Involving the Colleges of Education in this refresher course would be one way to 
decrease cost and increase capacity in the country for in-service training. This would require, of 
course, a closer integration between the courses provided at the Colleges and NALAP, 
supervised by GES. It will take some time to revise the curriculum and train tutors so that they 
acquire a deep understanding of reading, reading pedagogy, reading in local languages, and ways 
to teach pre-service teachers effectively.
Use of Data in NALAP 
The use of data as part of NALAP could provide a powerful tool to teachers, head teachers, 
districts, and the GES for monitoring progress and making decisions about revisions or changes 
that would further the success of the program. Opportunities to use data already exist within the 
current system. For example, NALAP has built in pupil assessments throughout the curriculum, 
given on the fifth day of each unit. Teachers and head teachers could be trained in how to use the 
information gained from these assessments to make decisions about reteaching certain skills to 
the whole class or small groups. In addition, Ghana’s existing school and district report card 
system could be utilized (at low cost) to inform the implementation of NALAP in an ongoing 
manner. Districts could use the report cards to follow progress of schools and arrange for extra 
support to schools whose pupils are struggling. 
Additionally, more evaluation could be added at a national level that would support and inform 
the NALAP program. Ghana already has the National Education Assessment (NEA), which is 
intended to be administered on a consistent basis. Assessing in mother tongue under NEA would 
EdData II TO 7—NALAP Formative Evaluation Report, Ghana 14
allow for a more rational assessment system (based on current policy) and support the system in 
implementing NALAP over time. In addition to this, scheduling regular evaluations of NALAP 
that include student outcomes as the essential piece of data would allow for the tracking of 
program impact as well as opportunities to make revisions and policy level changes regularly. In 
order to know that NALAP is responsible for any improvements in literacy outcomes, causal 
research designs using differences-in-differences or regression discontinuity could be utilized. 
Another potential low-cost policy reform that could support NALAP implementation would be to 
make involvement in NALAP activities—both in frequency and in quality (as measured by the 
increased observations suggested above)—an essential part of the teacher evaluation system. 
Tying advances in the teacher career ladder to NALAP implementation would give teachers non￾monetary incentives for changing practice that is both difficult and inconvenient to change. This 
is also something that could become part of the recertification and upgrading programs in place 
already. Since the GES is investing so much to pay teachers more for additional education, it 
stands to reason that those courses should be related to whether and how the teachers can 
implement the core NALAP reform, which stands at the center of improving primary education 
in Ghana. 
NALAP Material Revisions
Considering some revisions to materials and lessons throughout the NALAP program would help 
to alleviate the issues that were found across schools. As explained previously, several teachers 
noted in interviews that the stories were sometimes too long for the pupils, particularly in P2. 
This observation is logical considering the low literacy assessment findings. Pupils do not seem 
to have enough letter sound and word reading knowledge to read the short passage in the literacy 
assessment. Thus long passages represent even greater challenge.
Currently the NALAP sequence across grades assumes that students are fully proficient in letter/ 
sound correspondence and word reading by P2, and thus the first page of the student reader for 
P2 begins with a full-page story. Students who have not fully learned these skills or who have 
suffered some loss of schools during the long break are likely to fall far behind very quickly. One 
way to avoid this would be to add some review of letter/sounds and word reading strategies at 
the beginning of the P2 materials. P2 and even P3 pupils would benefit also from instruction in 
word reading strategies throughout the year, particularly given the low results identified here. 
Adding some work on word parts as well as word attack skills would be useful as the language in 
the texts increases in complexity. The activities could replace some of the time spent repeating 
key words. While repetition is useful for learning proper pronunciation, that is extraneous to 
teaching reading. Repetition does not teach students how to look at a word and break it into 
smaller pieces in order to be able to read the word. Replacing most of the word repetition seen in 
classrooms with word level reading instruction would help students be able to read text 
independently. Shortening passages and reviewing the appropriateness of the level of the words 
used in the text would also benefit pupils’ ability to read and be successful early on. Our 
understanding of NALAP material suggests that materials were prepared in English and then 
adapted to the other languages. This process is likely to create stories that do not carefully 
EdData II TO 7—NALAP Formative Evaluation Report, Ghana 15
increase in complexity across time, using controlled introduction of letters and blends. An 
alternative method of preparing materials would use software that would help the GES to more 
precisely organize when and how letters and words are introduced in the different languages, 
based on the frequency of the occurrence of sounds. Finally the consideration of an activity or 
workbook that could supplement the already useful materials would give pupils more 
opportunities to practice skills as they learn them. At present, activities are outlined in the 
Teacher Guide. However, teachers were not observed using the activities appropriately.
Social Advocacy
A social marketing campaign was conducted in advance of NALAP’s introduction into schools. 
However, continuing to solicit support from parents and the community for NALAP is key to its 
success. This support could be built through a combination of social advocacy activities and 
programs. An essential issue with the community is that NALAP utilizes local languages in the 
lower grades and uses research-based strategies for transitioning the children to English fluency. 
Some communities are wary of NALAP because they are focused on early English acquisition as 
the essential element to examination success at the end of primary school. Because NALAP 
addresses teaching literacy in a way that is not familiar to most parents, making an explicit deal 
with them that pupils will be better readers overall and better readers of English specifically 
because of NALAP would give parents and the community at large incentive to support their 
children’s participation in NALAP. Currently it appears that some resistance to NALAP 
emanates from the perspective that there is an either/r choice between local language and 
English. If NALAP’s promise of ensuring better outcomes in both local language and English 
continue to be made clear, and if NALAP were to deliver on that promise, then resistance might 
be overcome. Community education on how early mother tongue instruction leads to better 
English outcomes later is essential to accomplish this. 
There appear to be some reading contests in place already. Expanding the use of reading 
contests, both to create and expand the literate culture and to show off how much NALAP can 
increase outcomes, is a strategy that has been helpful elsewhere. Expanding reading contests and 
using them as a platform for social advocacy would allow communities to rally behind pupils 
and give them a sense of pride and ownership to the successes NALAP is producing. Promoting 
a culture of reading and writing in mother tongue not only would produce more reading material 
for students but also would lend importance and legitimacy to being able to read in local
languages, raising the status of pupils’ mother tongue reading skills. However, results are the 
best advocates for the NALAP program. Sharing success stories either at the pupil or school 
level and releasing data from school report cards would help ensure an informed community and 
accountability between the community and the system. 
Use of Existing Resources 
Considering the recommendations explained above, it is useful to look at how existing 
institutional structures can be used to make improvements to further the success of NALAP.
EdData II TO 7—NALAP Formative Evaluation Report, Ghana 16
Institutional Support (instruction)
Instructional support should be considered in two ways. First, teachers are working within a 
loosely coupled system. Once they are alone in their classrooms, there is little accountability or 
oversight of what they are doing or teaching. Thus, giving teachers real incentives to implement 
NALAP in close adherence to the Teacher’s Guide is crucial. One way to do this would be to 
ensure that Guskey’s model of teacher change is followed during the refresher training. Using 
this model, teachers would be more likely to have implicit motivation to follow the Teacher’s 
Guide strictly. Head teachers and supervisors should regularly be in classrooms to support 
instruction and also to provide some amount of accountability. Knowing that the head teacher 
and circuit supervisors were likely to visit would give teachers a reason to be prepared to teach 
the lessons as they are supposed to be taught, but also would give teachers a sense that they were
not alone and would have someone to go to for assistance when needed. 
Secondly, how the system works to ensure support for teachers should be thought through. 
Ghana is ahead of many other sub-Saharan African countries in having a structure of 
instructional support through circuit supervisors and DTSTs. Since these support staff have 
already been built in to the education system, it is a matter of reviewing the barriers and 
incentives that exist to giving teachers high-quality support for NALAP. It is essential that these 
personnel have intensive review of NALAP. In addition, providing specific training on how to 
deliver support for NALAP, how to talk with teachers, and what kinds of feedback are helpful 
for teachers will be important. It appears that while the professionals exist in the system, they 
need capacity building in how to give effective, specific, and targeted feedback on instructional 
implementation. There is also a need to consider the frequency by which circuit supervisors and 
DTSTs visit classrooms. It is important that teachers get consistent and frequent visits focused on 
instruction and feedback on that instruction. The time when those visits is most essential is 
especially in the weeks immediately after training, just as teachers are solidifying their personal 
views as to whether the new methods are likely to be effective in improving instruction 
compared to the cost of doing more and extra work. Implementing these reforms to the 
supervisory structure would require a plan for delivering Travel and Transportation (T&T) funds 
based on the number of schools, number of visits to each, and distance. Strategies to make these 
T&T funds more effective might include tying their distribution to the frequency of visits, the 
quality of feedback forms submitted, and the distance that supervisors and DTSTs have to travel. 
Recognizing the incentives within the supervisory system to focus on already-successful and 
nearby schools is critical. Utilizing the information derived from the observational protocols to 
increase and distribute educational quality data throughout the system would focus the system on 
the instructional issues that are necessary for effective NALAP implementation.
Institutional Support (implementation)
Implementation of NALAP involves several institutional organizations, typically heavily focused 
on their own line responsibilities, working together. This is intrinsically difficult. Improving the 
program based on these recommendations would also likely increase the need to have 
collaboration across the divisions of GES. Figure 9 below shows how divisions within GES 
EdData II TO 7—NALAP Formative Evaluation Report, Ghana 17
could collaborate on NALAP implementation. NALAP is seated in a combination of the 
Curriculum Research and Development Division (CRDD) and Basic Education divisions, but it
requires the active support of Teacher Education, the Inspectorate, and Colleges of Education. 
While these inter-directorate relationships are complex, we would like to emphasize that
successful NALAP implementation will require careful collaboration. 
Figure 9. Possible Collaboration of Divisions around NALAP Implementation 
Training and Support
Basic Education, Teacher 
Education, Colleges of 
Education and
Inspectorate
Data
CRDD, Basic Education, 
and Inspectorate
Materials
CRDD, Teacher 
Education and Colleges 
of Education
EdData II TO 7—NALAP Formative Evaluation Report, Ghana A-1
Annex A: Literacy Assessment Protocols
Ghana Oral Literacy Assessment - Akuapem 1 
!ho hia sɛ wo ne mmofra a yɛ resese wɔ n mmɔ denbɔ no fa agodi kwan so ne wɔ n di nkɔ mmɔ fi wɔ n ankasa pɛ mu fa 
nneɛ ma bi a abofra ani gye ho ho. Ma abofra no nhu sɛ dwumadi no nyɛ ade kyenkyenee bi na mmom ɛ yɛ agodi bi a ne yɛ
yɛ anigye.
Osukuuni, maakye ɛ . Wɔ frɛ me ……… na mete ………. Mepɛ sɛ meka m’ankasa ho asɛ m kakra kyerɛ wo.
[Mewɔ mma baasa, mmarimaa baanu ne abeawa baako. Nea odi kan no adi mfe dunum, nea ɔ to so abien no adi mfe 
dubaako, na nea ɔ to so abiɛ sa no anya mfe awotwe. Mewɔ akraman abien a wɔ wɛ n yɛ n fi anadwo. M’ani gye 
mmirikatu ne bɔɔ lobɔ ho yiye. Metaa kenkan ayɛ sɛ m fi nhoma ahorow mu.] 
ɛ Wubetumi aka w’ankasa ara ne w’abusua ho asɛ m akyerɛ me? {Twɛ n mmuae no; sɛ osukuuni no mpɛ sɛ ɔ ka a, 
kɔ asɛ mmisa a ɛ to so 2 no so, nanso sɛ ɔ pene so a, toa nkɔ mmɔ bɔ no so] 
2. Sɛ wuwie sukuu a, adwuma bɛ n na wobɛ yɛ ? 
• Ma me nka nea enti a mewɔ ha nnɛ yi nkyerɛ wo. Meyɛ adwuma wɔ Asoɛ e a ɛ hwɛ Adesua ne Agodi 
so hɔ , na yɛ pɛ sɛ yehu ɔ kwan a mmofra nam so sua akenkan. Wo ti ye, wɔ apaw wo aka ho te sɛ obi a 
wadi loto. 
• Yehia wo mmoa wɔ dwumadi yi mu. Nanso wompɛ sɛ woyɛ a, ɔ hyɛ biara nni mu.
• Yɛ rebedi akenkan agodi bi. Merebɛ ma wo akenkan nkyerɛ wde, nsɛ mfua ne ayɛ sɛ m tiawa bi dennen 
wɔ Twi mu.
• Mede wɔɔ kye a mikura yi bɛ hwɛ mmere tenten a wode bɛ kenkan.
• Eyi NY! sɔ hwɛ enti ɛ rennya nsunsuanso biara wɔ wo sukuu adesua mu. 
• Mebisa wo nsɛ m bi nso afa w’abusua ho, sɛ ebia, kasa a w’abusuafo ka wɔ fie ɛ ne nneɛ ma bi a abusua 
no wɔ . 
• MERENKYER!W wo din, ɛ no nti obiara renhu wo mmuae no. 
• Bio sɛ wompɛ sɛ woyɛ a, ɔ hyɛ biara nni mu. Sɛ yefi ase na sɛ wompɛ sɛ wubua asɛ mmisa bi a, 
yebegye atom.
Wowɔ nsɛ mmisa bi? Woaboa wo ho sɛ yemfi ase? 
Sɛ ɔ pene so a, kyerɛ wɔ adaka yi mu YIW (sɛ abofra no mpene so a, da no ase. Fa ɔ kwan koro no ara na wo ne abofra a odi 
so nkasa) 
A. Date of 
assessment : Day____ Mo____ Yr_____ I. Teacher Name:
B. Assessor 
name/code : 
J. Student’s Class:
○ ɔ = P2
○ 6 = P3
C. NAME of school : K. Student’s Section:
D. Unique School 
code : 
L. Unique student 
code : 
E. District: M. Student’s year and 
month of birth : 
Year : _________
Month : ______
F. School Shift:
○ Morning
○ Afternoon
○ Full Day
N. Student’s gender : ○ Girl ○ boy
G. Multigrade?
○ Yes
○ No
O. Start time: 
End Time
____:____
____:____ 
Ghana Oral Literacy Assessment - Akuapem 2 
Dwumadi ɛ: Akyerɛ wde Nnyigyei  Sheet A  60 
seconds
 Twi akyerɛ wde pii wɔ nhoma yi so. Mepa wo kyɛ w kenkan dodow biara a 
wubetumi wɔ nnyigyei mu kyerɛ me.
Nhwɛ so bi ne /k/. ka na mintie. 
sɛ abofra no tumi ka no pɛ pɛɛ pɛ a, ma no amo. Sɛ wantumi anka no 
pɛ pɛɛ pɛ a, ka /k/ ma ontie. 
Afei ka nea edi so yi /d/. Mo, wɔ ka no /d/ 
 sɛ abofra no antumi anka no pɛ pɛɛ pɛ a, ka /d/ ma ontie. 
Woate nea ɛ sɛ sɛ woyɛ no ase? Meka “Fi ase” pɛ a, kenkan akyerɛ wde no mu biara 
nnyigyei ntɛ mntɛ m pɛ pɛɛ pɛ sɛ nea wubetumi. Ka akyerɛ wde yi nnyigyei kyerɛ
me. Fi ase fi ha na toa so sɛɛ . [Nhwɛ so no akyi no, fa wo nsateaa si akyerɛ wde a edi 
kan no so na twe ase fa kuw a edi kan no ase.] Sɛ wudu akyerɛ wde bi a wunnim ne 
nnyigyei a, mɛ kyerɛ wo. Sɛ amma saa a, mɛ yɛ komm atie wo.
 Woaboa wo ho? Fi ase. 

•If the time 
on the 
stopwatch 
runs out 
(60 
seconds).
 
•If a child 
stops on a 
word for 3 
SECONDS.

•If student 
does not 
answer 
any items 
in first line 
correctly
 ( / ) Incorrect or no response
 ( ] ) After the last number read
 Tot. Cum 
K i b ɛ i t ɔ e a u ɛ0
ɛ d o e n S a e n m 20
n w o l f ɔ e i n ɛ 30
o L l h e o y a n u ɔ0
w k N b d N u s ɛ m 50
a w n n a m a y s h 60
w p d k ɔ r r k o Y 70
a k g b ɛ r n i ɔ n 80
p s e A n a a m o a 90
f a a u b a t a m e ɛ00
 Time left (seconds):
 Number attempted:
 Number Incorrect:
 Discontinued: (check box if yes)
Ghana Oral Literacy Assessment - Akuapem 3 
Dwumadi 2: Nsɛ mfua akenkan  Sheet B  60 
seconds
 Nsɛ mfua bi ni. Mepa wo kyɛ w kenkan dodow biara a wubetumi (ɛ nsopɛ le 
nsɛ mfua no, na mmom kenkan) Nhwɛ so bi ni, “mama”. 
Yɛ nsɔ eyi nhwɛ : mepa wo kyɛ w kan asɛ mfua yi [fa wo nsa si asɛ mfua “Nanso”]so: 
 (sɛ abofra no ka no pɛ pɛɛ pɛ a, ma no amo: asɛ mfua no yɛ “Nanso.”
 (sɛ abofra no anka no yiye a, ka kyerɛ no se: asɛ mfua no yɛ “Nanso.” 
Afei sɔ foforo hwɛ bio: mepa wo kyɛ w kan asɛ mfua ‘Ananse’ [Fa wo nsa si asɛ mfua 
‘Ananse’ so]: 
 (Sɛ abofra no kan no pɛ pɛɛ pɛ a, ma no amo: asɛ mfua no yɛ “anomaa.”
 Sɛ abofra no ankan no yiye a, ka kyerɛ no se: asɛ mfua no yɛ “anomaa.” 
Sɛ meka “fi ase” a, kenkan nsɛ mfua no ntɛ mntɛ m pɛ pɛɛ pɛ sɛ nea wubetumi. Kenkan 
nsɛ mfua no fi kuw a edi kan ne nea ɛ toatoa so wɔ ase no. Mɛ yɛ komm atie wo gye sɛ
ebia wuhia mmoa bi. 
Woahu nea ɛ sɛ sɛ woyɛ no? 
Woasiesie wo ho? Fi ase.

•If the time 
on the 
stopwatch 
runs out 
(60 
seconds).
 
•If a child 
stops on a 
word for 3 
SECONDS.

•If student 
does not 
answer 
any items 
in first line 
correctly
 ( / ) Incorrect or no response
 ( ] ) After the last number read
Tot. Cum.
Fati mama Nanso foro nso (5)
akwakoraa Ananse se ma Enti (ɛ0)
no ni Ata ɛ yɛ di (ɛ5)
Da ka nsu ase yâ (20)
de bere Daa wɔ yi (25)
kae Kyerɛɛ bi wɔ akura (30)
hɔ ara saa na mu (35)
akyi wɔ n aba Nana biara (ɔ0)
so sɛ ho ne Dɛ n (ɔ5)
ketewa Fɛ fɛ Dɔ tedan me yɛ n (50)
 Time left (seconds):
 Number attempted:
 Number Incorrect:
 Discontinued: (check box if yes)
Ghana Oral Literacy Assessment - Akuapem 4 
Dwumadi 3: Akenkan dennen ne ntease  Sheet C  60 
seconds
 Ayɛ sɛ m tiawa bi ni. Mepɛ sɛ wokenkan no dennen ntɛ mntɛ m pɛ pɛɛ pɛ sɛ nea ɛ fata. Wokenkan wie a, wubebua nsɛ mmisa bi afa 
nea woakenkan no ho. Woate nea ɛ sɛ sɛ woyɛ no ase? Meka se “Fi ase” a, kenkan ayɛ sɛ m no yiye sɛ nea wubetumi. Mɛ yɛ komm atie nea 
worekan no, gye sɛ ebia wuhia mmoa bi. Woasiesie wo ho? Fi ase

•If the time 
on the 
stopwatch 
runs out 
(60 
seconds).
 
•If a child 
stops on a 
word for 3 
SECONDS.

•If student 
does not 
answer 
any items 
in first line 
correctly
 ( / ) Incorrect or no response
 ( ] ) After the last number read
Merebebisa wo nsɛ mmisa kakra afa ayɛ sɛ m a woakan no ho. Bɔ
mmɔ den bua nsɛ mmisa no yiye sɛ nea wubetumi.
Correct Incorrect No 
Response
Nana Mansa ne ne nenanom baanu na ɛ te. Wɔ n mu panyin no 
adi mfe asia. Kumaa no adi mfe anum. ɛ 6 
Mmofra no ne hena na ɛ te? 
[Nana Mansa]
Mmofra nketewa yi taa sɔ re ntɛ m. Wɔ n na wɔ yɛ biribiara de 
boa aberewa no.
Da bi ɔ bea bi bɛ sraa aberewa no. 
33
Bobɔ nneɛ ma abien a wugye di sɛ
mmofra nketewa tumi yɛ ma aberewa 
no? 
[wɔ noa aduan, wɔ kɔ asu,/wɔ pra fie 
hɔ , wɔ horo ne nneɛ ma, wɔ ne no kasa] 
Hena na ɔ bɛ sraa aberewa no? 
[ɔ bea bi] 
Mmofra nketɛ wa yi suban no sɔɔ ɔ bea no ani. $kamfoo wɔ n.. 5ɔ
Adɛ n nti na ɔ bea no kamfoo mmofra 
no? [ɛ fisɛ n’ani sɔɔ mmofra no 
adeyɛ ] 
ɔkaa se: mekɔ m’akuraa a, menya bi aka akyerɛ me mma. 68
Dɛ n na wugye di sɛ ɔ bea no bɛ ka 
akyerɛ ne mma? [,mmofra no adeyɛ , 
mmofra no suban pa] 
 Time left (seconds):
 Number attempted:
 Number Incorrect:
 Discontinued: (check box if yes)
Ghana Oral Literacy Assessment - Akuapem 5 
Dwumadi ɔ: Otie akenkan ntease  Sheet None  None
Merebɛ kan ayɛ sɛ m tiawa bi akyerɛ wo. Mɛ kan no dennen prɛ kopɛ . !no akyi wubebua 
nsɛ mmisa afa ho. Mepa wo kyɛ w tie no yiye na bua nsɛ mmisa no pɛ pɛɛ pɛ sɛ nea wubetumi. 
Woate nea ɛ sɛ sɛ woyɛ no ase?

•If a child
does not 
answer 
within 30 
SECONDS.
Da bi na akokɔ nini redidi wɔ borɔ fere dua bi ase. Anomaa bi kosii dua no so. 
Borɔ fere a abere no baako tew bɛ bɔɔ fam tim! Ehu kɛ se kaa akokɔ nini. Na 
ɔ teɛ m se: “Owia atew atɔ .” Anomaa no buaa se: “Woboa ɛ yɛ borɔ fere ɛ nyɛ
owia” 
!hefa na na akokɔ nini 
redidi?
[Borɔ fere dua 
bi ase] ○ Correct ○ Incorrect ○ No Response
Hena na okosii dua no so? [anomaa bi] ○ Correct ○ Incorrect ○ No Response
Dɛ n na ɛ tew tɔɔ fam tim? [borɔ fere a 
abere] ○ Correct ○ Incorrect ○ No Response
Dɛ n na ɛ kaa akokɔ nini? [Ehu] ○ Correct ○ Incorrect ○ No Response
Adɛ n nti na akokɔ nini kae 
sɛ owia atew atɔ ? 
[na onnim sɛ
ɛ yɛ borɔ fere] ○ Correct ○ Incorrect ○ No Response
 Number attempted:
 Number Incorrect:
Student Stimuli Booklet
Akuapem
March 2011
Example: A v L
K i b l i t ɔ e a u 
1 d o e n S a e n m 
n w o l f ɔ e i n ɛ
o L l h e o y a n u 
w k N b d N u s l m 
a w n n a m a y s h 
w p d k ɔ r r k o Y 
a k g b ɛ r n i ɔ n 
p s e A n a a m o a 
f a a u b a t a m e
Example: Nanso anomaa
Fati mama Nanso foro nso 
akwakoraa ananse se ma Enti 
no ni Ata ɛyɛ di
Da ka nsu ase yâ 
de bere Daa wɔ Yi
kae Kyerɛɛ bi wɔ akura
hɔ ara saa na Mu 
akyi wɔn aba Nana biara 
so sɛ ho ne Dɛn 
ɔketewa Fɛfɛ Dɔtedan me yɛn
Nana Mansa ne ne nenanom baanu na ɛte. W ɔ
n mu panyin no adi mfe asia. Kumaa no adi mfe 
anum. Mmofra nketewa yi taa sɔre nt ɛ m. W ɔ n 
na wɔ yɛ biribiara de boa aberewa no. Da bi 
ɔbea bi b ɛ sraa aberewa no. Mmofra nketɛwa yi 
suban no s ɔ ɔ ɔ bea no ani. ɔkamfoo wɔ n. 
ɔkaa se: mekɔ m’akuraa a, menya bi aka akyerɛ
me mma.
Ghana Oral Literacy Assessment - Dagbani 1 
Di ni tu nni a baŋ shɛli
Di tu ni a zaŋ diɛma laasabu n-che ka suhudoo kpe a mini bia shɛba a ni yɛn vihi maa 
sunsuuni. Alizama dibu ka a yɛn zaŋ ka yi tɔɣisi jɛndi bìa maa yɛl’ yura. Di tu ni 
bia maa nya vihigu ŋɔ ka di nyɛla deen’ shɛli din yɛn niŋ o nyaɣisim ka pa ni din 
yɛn ti o muɣisigu.
Nolini soli suhibu: Karimmi sabbu din be adaka ŋɔ ni viɛnyɛla n-ti bìa maa
Dasiba bia. N yuli m-booni ____ ka n yi _____na. N bɔ ri ni n tɔɣisi a m maya yɛla. 
[A bihi kalinli mini bɛ yuma, binkɔ biri mini deen’ shɛŋa a nì yura] 
1. Jaande, a ni tooi yɛli ma a mini a yiŋnima yɛla? [Guhimi ka o labisi, 
o yi bi labisira nyin bɔ himi o bɔ higu din pahi ayi (2). Amaa bɛ yi 
labisira nyin chami tooni n-suhi soli bɛ sani.
2. A yi ti bi chaŋ shikuru bɔ ka a lee yuri niŋbu?
 Che ka n yɛli a n ni kana kpe shɛli zuɣu zuŋɔ. Karinzɔ ndi min diɛmadiɛma 
tuma yili ka n yina. Ti bɔ rimi ni ti baŋ bihi ni bɔ hindi karimbu shɛm. 
Daliri n-kuli niŋ ka ti pii chirigi a maa.
 Ti bɔrimi ni a sɔ ŋ ti. Amaa a yi bi bɔri ni a sɔŋ ti, pa taali n-nyɛ li.
 Ti yɛn diɛmla karimbu diɛma. N yɛn chɛmi ka a karim bachikɔ ba, bachinima, 
nti pahi salin’ ŋmaa. A yɛn karimla di zaa yihi palo ni. 
 N yɛn zaŋla waachi ŋɔ n-nya a ni tooi karindi yomyom shɛm.
 Dimbɔ ŋɔ pala zahimbu, di mi bi yɛn pahi a shikuru ŋɔ zahimbu ni. 
 N ni bɔ hi a bɔ hisi n-jɛndi a yiŋanima, kamani zuliya bali shɛli a yiŋanima 
ni yɛri yiŋa, nti pahi binshɛŋa a yiŋanima ni mala. 
 M bi yɛn sabi a yuli, di zuɣu so ku tooi baŋ ni nyini n-labisi bɔhisi maa. 
 N lahi bɔri ni a baŋ ni a suhu yi bi yu pa talahi n-nyɛ li ni a labisi 
bɔhisi maa.
Ti yi pili a yi bi bɔri ni a labisi bɔ higu di saɣiya.
A mali bɔ higu ni a bɔhi ma? A niŋ shili ni ti pili?
O yi saɣi ni yi pilima nyin dalimmi adakubila ŋɔ Mm
(O yi bi saɣi nyin puhimi o, ka taɣi bia so. Na kuli zaŋmi gbaŋ ŋɔ tum tuma).
A. Date of 
assessment :
Day____ Mo____ Yr_____ I. Teacher Name:
B. Assessor 
name/code : 
J. Student’s Class:
○ 4 = P2
○ 6 = P3
C. NAME of 
school : 
K. Student’s 
Section:
D. Unique School 
code :
L. Unique student 
code : 
E. District:
M. Student’s year 
and month of 
birth : 
Year : _________
Month : ______
F. School Shift:
○ Morning
○ Afternoon
○ Full Day
N. Student’s gender 
: ○ Girl ○ boy
G. Multigrade?
○ Yes
○ No
O. Start time: 
End Time
____:____
____:____
Ghana Oral Literacy Assessment - Dagbani 2 
Tuma 1: Bachikɔ ba vuri baŋbu  Sheet A  60 seconds
 dagbani bachikɔ ba m-be gbaŋ ŋɔ zuɣu. Jaande, wuhimi ma 
bachikɔ ba maa yini kam shɛli vuri a ni mi. Pa di yuya ka m 
bɔ ri ni a boli, amaa di vuri ni nyɛ shɛli.
Shɛhira, bachikɔ bili ŋɔ vuri tirimi A nyɛla “AH” kamani “ADAKA” 
ni. 
Ti buɣisima: Yɛlimi ma bachikɔ bili ŋɔ vuri tirimi V ni nyɛ shɛli.
Bia maa yi wuhi di vuri viɛnyɛ nyin yɛlima:
Mbo, bachikɔ bili ŋɔ vuri nyɛla “VVVVV.
Lahi buɣisimi shɛli: Yɛlimi ma bachikɔ bili ŋɔ vuri tirimi L ni 
nyɛ shɛli.
Bia maa yi wuhi di vuri viɛnyɛla nyin yɛlima: 
Mbo, Bachikɔ bili ŋɔ vuri nyɛlla “LLL”
Bia maa yi bi wuhi di vuri viɛnyɛla nyin yɛlima :
Bachikɔ bili ŋɔ vuri nyɛla "LLL"
A baŋ a ni yɛn niŋ shɛm maa ?
N yi yɛli "pilima," nyin bɔ limi bachikɔ ba maa vuri viɛnyɛla yomyom 
a milinsi tariga.
Yɛlimi ma bachikɔ ba ŋɔ vuri. "Pilimi" kpe n-kpa ŋ-ŋɔ polo. 
Tirimi bachikɔ bili din nyɛ tuuli kuliŋa maa ni shɛhira maa tibu 
nyaaŋa.ka zaŋ a nubila dolisi tuuli kuliga maa n-wuhi o. A yi paai 
bachikɔ b’ shɛli a ni bi mi, n ni wuhi a li. Di yi pa lala, n kuli 
yɛn fomi ka wumdi a ni uɛri bachikɔ ba maa vuri shɛm. A niŋ shili ? 
pilima. 

 If the time 
on the 
stopwatch 
runs out (60 
seconds).

 If a child 
stops on a 
word for 3 
SECONDS.

 If student 
does not 
answer any
items in 
first line 
correctly
( / ) Incorrect or no response( ] ) After the last number read
Tot. Cum.
u m s B a j i f n i
(10)
g M l p w a t p v I
(20)
i i n i h d a m m d
(30)
a ɛ l i y ɔ n n i k
(40)
u b i ō h ŋ y i i i
(50)
o a c ŋ i r A k a g
(60)
z y a s m k ɛ d n
(70)
i i a a ʒ a l n ɛ l
(80)
i ɣ a ŋ n u i ɛ o u
(90)
b a a i a t K r u b
(100)
 Time left (seconds):
 Number attempted:
 Number Incorrect:
 Discontinued: (check box if yes)
Ghana Oral Literacy Assessment - Dagbani 3 
Tuma 2: Bchinima karimbu  Sheet B  60 
seconds
 bachi shɛŋa m-bɔ ŋɔ . Jaande, karmmi bachinima maa a milinsi 
tariga (di boli bachikoba, bolimila bachinima maa). Shɛhira, bachi ŋɔ
nyɛla. “bua”.
Ti buɣisima: Jaande, karimmi bachi ŋɔ [tirimi bachi ŋɔ : “bara”]: 
 
Bia maa yi karim viɛnyɛla, yɛlim:
Mbo, bachi ŋɔ nyɛla “bara”
Bia maa yi bi karim viɛnyɛla: yɛlima:
Bachi ŋɔ nyɛla “bara”
Lahi buɣisi bachi shɛli: Jaade karimmi bachi ŋɔ tirimi bachi ŋɔ : 
“niŋ”.
Bia maa yi karim viɛnyɛla, yɛlima:
Mbo, bachi ŋɔ nyɛla “niŋ”.
Bia maa yi bi karim viɛnyɛla, yɛlima:
Bachi ŋɔ nyɛla “niŋ”
N yi yɛli “pilima”, nyin karimmi bachinima maa viɛnyɛla a milinsi tariga 
yomyom. Karimmi bachinima maa n-dolisi gbaŋ maa yɛliŋ tuuli kuliga maa 
ni. N yɛn fomi ka wumdi a ni karindi sham, naɣila a bɔ rila n sɔ ŋsim.
A baŋ a ni yɛn niŋ sham maa?
A niŋ shili? Pilima.

 If the time 
on the 
stopwatch 
runs out 
(60 
seconds).

 If a child 
stops on a 
word for 3 
SECONDS.

 If student 
does not 
answer any
items in 
first line 
correctly
 ( / ) Incorrect or no response ( ] ) After the last number read
Tot. Cum.
mali ni Zuɣu Kom lahi (5)
maa Fati saha o nyɛla
(10)
nyɛ na niŋ bi nya
(15)
yi tooi pam mini din (20)
zaa ka be chaŋ viɛlli (25)
ya N shāli niriba daa
(30)
nti ma che mi gba (35)
yɛli la Kpatinariga bila a
(40)
Bɛ di jɛnkuno ti ŋɔ
(45)
ŋun Amaa Ata ba bɔ
(50)
 Time left (seconds):
 Number attempted:
 Number Incorrect:
 Discontinued: (check box if yes)
Ghana Oral Literacy Assessment - Dagbani 4 
Tuma 3: Lahibali karim yihi palo  Sheet C  60 
seconds
 Lahibali ŋmaa m-bɔ ŋɔ . M bɔ rimi ni a karim li yihi palo viɛnyɛla yomyom. A baŋ a ni yɛn niŋ shɛli maa? N yi yɛli 
“pilima”, nyin 
karimmi lahibali maa viɛnyɛla a milinsi tariga. N yɛn fomi ka wum a karim maa, naɣila a bɔ rila sɔ ŋsim. A niŋ shili? 
Pilima. 

 If the 
time on 
the 
stopwatc
h runs 
out (60 
seconds).

 If a child 
stops on 
a word 
for 3 
SECONDS
.

 If student 
does not 
answer 
any items 
in first 
line 
correctly
 ( / ) Incorrect or no response ( ] ) After the last number read
Pumpɔ ŋɔ, n yɛn bɔ hi a la bɔ hisi n-jɛndi lahibali shɛli 
a ni karim maa. Kpaŋmi a maŋa n-labisi bɔ hisi maa a 
milmsi tariga.
Correct Incorrect No Response
N yuli m-booni Sibiri. M mini m ba ni m ma 
bela ti ya saŋ.
16
Ya ka Sibiri be? 
Bɛ ya; O ya; saŋ
Yuuni kam, tiŋgbani kuurimi ka saa naan ti 
mi. Ka ti lihir zuɣusaa ka suhiri Naawuni. 33
Bɔ zuɣu ka tiŋgbani kuura?
Saa bi mi; saa n-zo; wuuni n￾du; Bɛ bi boli saa 
Bɔ zuɣu ka Sibiri nima lihiri 
zuɣusaa ka suhiri Naawuni?
Ni Naawuni ti ba saa; Ni saa 
luna
Dahinshɛli, n daa zila sambani ni ka sagbana 
zibigi. Binshɛli daa lu n zuɣu na, ka lahi 
lu m-pahi.
54
Bɔ n-daa lu Sibiri zuɣu maa?
kom; saa
N daa yiɣisi guui n-kuli. Saa maa n-daa 
paana maa.
68
A tɛhiya ni wula ka Sibiri suhu 
daa be saa maa ni daa luna maa?
suhupiɛlli; lari; nyaɣisim
 Time left (seconds):
 Number attempted:
 Number Incorrect:
 Discontinued: (check box if yes)
Ghana Oral Literacy Assessment - Dagbani 5 
Tuma 4: Wum ka Gbaai  None
N yɛn karimla lahiba ŋmaa yihi palo, ka a wum, ka m bɔ hi a bɔ hisi. 
Jaande, wummi viɛnyɛla ka labisi bɔ hisi maa a milinsi tariga. A baŋ a ni 
yɛn niŋ sham maa?

 If a child 
does not 
answer 
within 30 
SECONDS.
 Asibiri dali ka Dawuni mini Danaa diɛmda. Bɛ yurila sambani ni diɛmbu. 
Bɛ ŋmɛri bolli. Dawuni mini Danaa guuri pam amaa bɛ na di zi bolli tabigibu 
viɛnyɛla. Bɛ yi bɔ hinda, dahiashɛli bɛ ni tabigi bolli viɛnyɛla n-di goo.
Bondali ka Dawuni mini 
Danaa diɛmda?
[Asibiri 
dali] ○ Correct ○ Incorrect ○ No Response
Ya ka bɛ yuri diɛmbu? [sambani 
ni] ○ Correct ○ Incorrect ○ No Response
Dawuni mini Danaa mi 
bolli tabigibu 
viɛnyɛla?
[aayi; m-m]
○ Correct ○ Incorrect ○ No Response
Bɔ ka Dawuni min Danaa 
mi niŋbu viɛnyɛla? [guubu] ○ Correct ○ Incorrect ○ No Response
Bɛ yi tabigi bolli 
viɛnyɛla bɔ n-yɛn niŋ?
[Bɛ ni di 
goo] ○ Correct ○ Incorrect ○ No Response
Bɛ yi di goo, wula ka 
di yɛn niŋ ba?
[Di ni niŋ
ba 
nyaɣisim]
○ Correct ○ Incorrect ○ No Response
 Number attempted:
 Number Incorrect:
Student Stimuli Booklet 
March 2011 
Example 
: 
A 
v L 
u
m
s
B
a
j
i
f
n
i
g
M
l
p
w
a
t
p
v
I
i
i
n
i
h
d
a
m
m
d
a
ɛ
l
i
y ɔ 
n
n
i
k
u
b
i
ō
h
ŋ
y
i
i
i
o
a
c
ŋ
i
r
A
k
a
g
z
y
a
s
m
k
ɛ
d
n
i
i
a
a
ʒ
a
l
n
ɛ
l
i
ɣ
a
ŋ
n
u
i
ɛ
o
u
b
a
a
i
a
t
K
r
u
b
Example : bara niŋ
mali ni Zuɣu Kom lahi
maa Fati saha o nyɛla
nyɛ na niŋ bi nya
yi tooi pam mini din
zaa ka be chaŋ viɛlli
ya N shāli niriba daa
nti ma che mi gba
yɛli la Kpatinariga bila a
Bɛ di jɛnkuno ti ŋɔ 
ŋun Amaa Ata ba bɔ 
N yuli m-booni Sibiri. M mini m ba 
ni m ma bela ti ya saŋ. Yuuni kam, 
tiŋgbani kuurimi ka saa naan ti mi. 
Ka ti lihir zuɣusaa ka suhiri 
Naawuni. Dahinshɛli, n daa zila 
sambani ni ka sagbana zibigi. 
Binshɛli daa lu n zuɣu na, ka lahi 
lu m-pahi. N daa yiɣisi guui n-kuli. 
Saa maa n-daa paana maa.
Ghana Oral Literacy Assessment - Fante 1 
Akwankyerɛ
Ohia dɛ yɛnye mbofra a yɛresese hɔn mbɔdzembɔ no, fa agodzi kwan do nye hɔn dzi nkɔmbɔ fi hɔn 
ankasa hɔn pɛ mu fa ndzɛmba bi a abofra enyi gye ho ho. Ma abofra no nhu dɛ dwumadzi no nnyɛ
adze dzendzen bi na mbom ɔyɛ agodzi bi a ne yɛ yɛ enyigye. 
Osuanyi, me ma wo akye. Wɔfrɛ me ________ na metse _______. Medzi mfe ______. Meyɛ
_________. M’enyi gye ______ ho yie).
1. Ibotum aka wankasa na w’ebusuafo ho asɛm akyerE me a? (Tweɔn osuanyi no nyi asɛmbisa 
no ano, sɛ osuanyi no mmpɛ dɛ ɔkasa a, kɔ asɛmbisa a ɔtɔ do ebien (2) no do, nanso sɛ
ɔpen do a, toa nkɔmbɔdzi no do)
2. Da a annkɔ skuul no, ebɛn adze na eyɛ? 
 
• Ma menka siantsir a mowɔ ha nkyerɛ wo. Meyɛ edwuma wɔ asoɛe a ɔhwɛ adzesua na 
agodzi ho nsɛm do, na yɛpɛ dɛ yehu kwan a mbofra fa do sua akenkan. Wo tsir ye, 
woeyi wo aka hɔn a wobedzi dɛm dwuma yi ho.
• Yehia wo mboa wɔ dwumadzi yi mu. Naaso sɛ emmpɛ dɛ eyɛ a, ɔhyɛ biara nnyi mu.
• Yerebedzi akenkan agor bi. Merebɛma akenkan akyerɛwamba, nkasafua na akenkansem
tsiaba bi wɔ Mfantse mu ma metsie. 
• Medze watse a mikitsa yi bɔhwɛ mber tsentsen a edze bɛkenkan.
• Iyi NNYɛ nsɔhwɛ ntsi orinnya nsunsuando biara wɔ wo skuul adzesua do. 
• Mibebisa wo nsɛm bi so a ɔfa w`abusua ho, tse dɛ kasa a w`ebusuafo ka wɔ fie na 
ndzɛmba bi a ebusua no wɔ. 
• MERENNKYERɛW wo dzin, dɛm ntsi obiara runnhu dɛ ɔwo na emaa dem mbuae yi. 
• Bio sɛ emmpɛ dɛ idzi dɛm dwuma yi a, ɔhyɛ biara nnyi mu. Sɛ yɛhyɛ ase na sɛ emmpɛ dɛ
iyi asɛmbisa bi ano a, yɛbɛgye ato mu.
ɛwɔ asɛmbisa bi a? Ayɛ krado dɛ ebɛhyɛ ase a?
Sɛ ɔpen do a, kyerɛw wɔ adaka yi mu NYEW
(Sɛ abofra no mmpen do a, da no ase. Fa dɛm kwan yi ara do na enye abofra a odzi do nkasa)
A. Date of 
assessment : Day____ Mo____ Yr_____ I. Teacher Name:
B. Assessor 
name/code : 
J. Student’s Class:
○ 4 = P2
○ 6 = P3
C. NAME of school : K. Student’s Section:
D. Unique School 
code : L. Unique student code : 
E. District: M. Student’s year and 
month of birth : 
Year : _________
Month : ______
F. School Shift:
○ Morning
○ Afternoon
○ Full Day
N. Student’s gender : ○ Girl ○ boy
G. Multigrade? ○ Yes No O. Start time: 
End Time
____:____
____:____ 
Ghana Oral Literacy Assessment - Fante 2 
Dwumadzi 1: Akyerɛwmba Ngyegyee  Sheet A  60 
seconds
Fantse akyerɛamba pii wɔ krataa yi do. Mepa wo kyɛw kenkan dodow biara a 
ibotum wɔ ngyegyee no mu kyerɛ me.
Mfatoho bi nye /a/ ka ma mintsie
Sɛ abofra no tum ka no pɛpɛɛpɛ a, ma no mbo. 
Sɛ oenntum annka no pɛpɛɛpɛ a, ka /a/ ma ontsie.
Afei ka dza odzi do yi /ɔ/. Mbo, wɔka no /ɔ/sɛ abofra no enntum annka no 
pɛpɛɛpɛ a, ka /ɔ/ ma ontsie.
Atse dza ɔwɔ dɛ eyɛ no ase? Meka “hyɛ ase” pɛr a, kenkan akyerɛwamba no 
mu biara ne ngyegyee ntsɛmntsɛm pɛpɛɛpɛ dɛ mbrɛ ibotum. Ka akyerɛwamba yi 
ne ngyegyee kyerɛ me. Hyɛ ase fi ha na toa do dɛmara. (Mfatoho no ekyir 
no, fa wo nsa si akyerewamba a odzi kan no do na fa wo nsa fa do fi benkum 
kɔ nyimfa do kesi ewiei wɔ kuw a odzi kan no do). Sɛ edur akyerɛwamba bi a 
innyim a, mɛkyerɛ wo. Sɛ amba no dɛm a, mɛyɛ dzinn etsie wo. 
Ayɛ krado a? Hyɛ ase.

•If the time 
on the 
stopwatch 
runs out 
(60 
seconds).
 
•If a child 
stops on a 
word for 3 
SECONDS.

•If student 
does not 
answer 
any items 
in first line 
correctly
 ( / ) Incorrect or no response ( ] ) After the last number read
T ɛ y s ɔ i b n e k (10)
a ɛ i e ɛ w N d a a (20)
b t a n o u ɔ n d a (30)
o w f n ɛ o n A y w (40)
a e a d w r k m n a (50)
u h r m u l n ɛ o b (60)
h a ɔ y i t p f d ɔ (70)
e d e m e a b a a s (80)
o k o ɛ n M a r k n (90)
o k o ɛ n m a r k n (100)
 Time left (seconds):
 Number attempted:
 Number Incorrect:
 Discontinued: (check box if yes)
Ghana Oral Literacy Assessment - Fante 3 
Task 2. Nkasafua mbofra wɔ ho 
nyimdzee dwumadzi
 Sheet B  60 
seconds
Dwumadzi 2: Nkasafua akenkan
Nkasafua bi iyi. Mepa wo kyEw kenkan dodow biara ibotum (mma nnsopɛr 
nkasafua no; na mbom kenkan) Mfatoho bi nye, “Maame”
Yɛnsɔ iyi nhwɛ: mepa wo kyɛw kenkan nkasafua yinom (Fa wo nsa si 
kasafua ‘bankye’ do)
(Sɛ abofra no ka no pɛpɛɛpɛ a, ma no mbo; kasafua no yɛ ‘Bankye’)
Afei sɔ fofor hwɛ bio, mepa wo kyɛw kekan kasafua ‘Bɔdom’ so (Fa wo nsa 
si asɛmfua ‘bɔdom’ do)
Sɛ abofra no annkan no yie a, ka kyerɛ no dɛ asɛmfua no yɛ ‘bɔdɔm’
Sɛ meka “hyɛ ase” a, kenkan nkasafua no ntsɛmntsɛm pɛpɛɛ pɛ dɛ mbrɛ
ibotum. Kenkan nkasafua no fi kuw a odzi kan nye dza ɔtoa do wɔ ase 
no. Mɛyɛ dzinn etsie wo gyedɛ ebia ihia mboa bi.
Ɛhu dza ɔwɔ dɛ eyɛ a? 
Yɛ? krado Hyɛ ase.

•If the time 
on the 
stopwatch 
runs out (60 
seconds).
 
•If a child 
stops on a 
word for 3 
SECONDS.

•If student 
does not 
answer any
items in 
first line 
correctly
 ( / ) Incorrect or no response ( ] ) After the last number read
Tot. 
Cum.
kakraba mu kwan Ɔkaa a (5)
bi Nsu okura nye Ata (10)
yɛ kɔ Fati akɔdaa ne (15)
hɔn Da hɛn pii kyerɛɛ (20)
edziban kaa nna hɔ ase (25)
dɛtsedan me n’egyinambowa ma ɔwɔ (30)
Sɛ kor Ɔyɛ ho wo (35)
no fufu wɔ dɛ maame (40)
so dɛm nyina na fɛɛ fɛw (45)
dzi Ananse dze yi do (50)
 Time left (seconds):
 Number attempted:
 Number Incorrect:
 Discontinued: (check box if yes)
Ghana Oral Literacy Assessment - Fante 4 
Dwumadzi 3 - Akenkan  Sheet C  ( / ) Incorrect or no response ( ] ) After the last number read  60 
seconds
Anansesm tsiaba bi nye yi. Mepɛ dɛ ibue w’ano kenkan dɛ mbrɛ ɔfata. Sɛ ekenkan wie a, yiyi nsɛmbisa bi a ɔfa dza akenkan no ho ano. 
Atse dza ɔwɔ dɛ eyɛ no ase? Meka “hyɛ ase” a, kenkan anansesɛm no yie dɛ mbrɛ ibotum. Mɛbeyɛ dzinn etsie dza erekankan no, gye dɛ
ebia ihia mboa bi. Ayɛ krado? Hyɛ ase. 

•If the 
time on 
the 
stopwatc
h runs out 
(60 
seconds).
 
•If a child 
stops on a 
word for 
3 
SECONDS.

•If student 
does not 
answer 
any items 
in first 
line 
correctly
Miribebisa wo nsɛmbisa kakra afa anasesɛm a akenkan no ho. 
Bɔ mbɔdzen bua nsɛmbisa no yie dɛ mbrɛ ibotum
Correct Incorrect No 
Response
Wɔfrɛ me Amba. Menye me maame, me papa, 
na me nuabanyin Ɔsam t se ekuraase.
16
a) Henfa na Amba tse? 
(ekuraase, fie) 
Afe biara, asaase no wo kɛsɛɛ ansa ana 
nsu esi famu. Yɛhwɛ wi mu na yɛ t weɔn . 33
b) Ɛbɛnadze ntsi na asaase no do wo?
[Nna nsu nntɔ, nna ɔpɛ aba, ɔyɛ ɔpɛ
ber, nyame mma nsu nntɔ] 
(c) Ɛb ɛnadze ntsi na Amba na 
n`ebusuafo hwɛ wimu ?(hwɛ dɛ nsu bɔtɔ, 
nna ɔpɛ aba, ɔyɛ ɔpɛ ber, nyame nntɔ] 
Ewiaber bi a na metse abɔntsen no, muhun 
dɛ nsu emuna. Hɔ na biribi bɔɔ me tsir 
do kakra bi na afei ɔyɛɛ dzen.
54
 d)Ebɛnadze bɔɔ Amba ne tsir do? 
 [(Nsu, bobaa, dua)] 
Mohuruii dze mbirika kɔr fie. Nsu rotɔ. 68
e) Ehwɛ a nsu tɔe no Amba noho yɛɛ no 
dɛn?(nyaa enyigye, nyaa ndaase) 
 Time left (seconds):
 Number attempted:
 Number Incorrect:
 Discontinued: (check box if yes)
Ghana Oral Literacy Assessment - Fante 5 
Ntsie na Ntease  Sheet None  None
Miribebisa wo nsɛm kakra afa anasesɛm iribetsie yi ho. Bɔ
mbɔdzen bua nsɛmbisa yi ano no yie dɛ mbrɛ ibotum? 

•If a child 
does not 
answer 
within 30 
SECONDS.
 Nnoma mba ebien gu buw kɛse kor mu. Fa yɛ hyew fa yɛ win. 
Panyin no se pin hɔ kakraba no so se pin hɔ, pin hɔ, pin hɔ
dɛmara na ɔkɔr do, kesi ber a hɔn na Na Kweedu bae. Ɔboa e ma 
asomdwee bae. 
. 
a) Nnoma mba no 
yɛ ahen? [ebien] ○ Correct ○ Incorrect ○ No Response
b) Nnoma no wɔ
henfa? [buw mu] ○ Correct ○ Incorrect ○ No Response
c) Wɔfrɛ nnoma no 
dɛn??
[panyin na 
Kakra] ○ Correct ○ Incorrect ○ No Response
d) Ɛbɛnadze na 
nnoma no reyɛ? ? [wɔreper] ○ Correct ○ Incorrect ○ No Response
e) Sɛ hɔn maame 
ammba nkyɛ ebɛnadze 
besi?
[nkyɛ
wɔbɔko]
○ Correct ○ Incorrect ○ No Response
 Number attempted:
 Number Incorrect:
Student Stimuli Booklet
Fante
March 2011
Example: A v L
T ɛ y s ɔ i b n e k 
a ɛ i e ɛ w N d a a 
b t a n o u ɔ n d a 
o w f n ɛ o n A y w 
a e a d w r k m n a 
u h r m u l n ɛ o b 
h a ɔ y i t p f d ɔ
e d e m e a b a a s 
o k o ɛ n M a r k n 
o k o ɛ n m a r k n 
Example: maame bɔdom
kakraba mu kwan Ɔkaa a
bi Nsu okura nye Ata
yɛ kɔ Fati akɔdaa ne
hɔn Da hɛn pii kyerɛɛ
edziban kaa nna hɔ ase
dɛt s edan me n’egyinambowa ma ɔwɔ
Sɛ kor Ɔyɛ ho wo
no fufu wɔ dɛ maame
so dɛm nyina na fɛɛf ɛw 
dzi Ananse dze yi do
Wɔ frɛ me Amba. Menye me maame, me 
papa, na me nuabanyin Ɔsam tse 
ekuraase. Afe biara, asaase no wo kɛ sɛɛ 
ansaana nsu esi famu. Yɛ hwɛ wimu na 
yɛ tweɔn. Ewiaber bi a na metse abɔntsen 
no, muhun dɛ nsu emuna. Hɔ na biribi bɔɔ 
me tsir do kakra bi na afei ɔyɛɛ dzen. 
Mohuruii dze mbirika kɔr fie. Nsu rotɔ. 
EdData II TO 7—NALAP Formative Evaluation Report, Ghana B-1
Annex B: Interview Protocols
Student Interview Protocol
 School Name:
EMIS Code:
Student Number (1-20):
How old are you? 
What language do you speak most often at home? Local Language 1
English 2
Other 3
What grade are you in? Grade 1 1
Grade 2 2
Grade 3 3
Grade 4 4
What grade were you in last year? [DON'T VERIFY BY ASKING IF CHILD IS 
REPEATING] KG 0
Grade 1 1
Grade 2 2
Grade 3 3
Grade 4 4
Don't Know/ Refuse 888
Do you like to read? No 0
Yes 1
Don't Know/ Refuse 9
Why? Or Why not?
Do you think being a good reader will help you in school? No 0
if yes how? If no why not? Yes 1
Don't Know/ Refuse 9
May I please see your language exercise book ? [HOW MANY PAGES HAVE 
TEACHERS' MARKS/ CORRECTIONS? (DO NOT COUNT COMMENT)] None 0
Some (every few pages) 1
Many (most pages) 2
All pages 3
Last week, how many times did you get homework in literacy? Never 0
One time 1
Two times 2
Three times 3
Four times 4
Every day 5
Don't Know/ Refuse 888
Did your teacher check your homework last week in literacy? No 0
Yes 1
Don't Know/ Refuse 888
Can your father read? No 0
Yes 1
Don't Know/ Refuse 888
Can your mother read? No 0
Yes 1
Don't Know/ Refuse 888
Do you have a reading time in your classroom or in your school library? No 0
Yes 1
Don't Know/ Refuse 888
Do you bring home reading books from your classroom or from the school library to read 
at home? No 0
Yes 1
Don't Know/ Refuse 888
Apart from school books, do you have books that you can read at home? No 0
Yes 1
Don't Know/ Refuse 888
How often do you read out aloud to someone at home? Never 0
Sometimes 1
Once a week 2
2-3 times per week 3
Every day 4
Don't Know/ Refuse 888
Does someone at home read to you? If yes, how often? Never 0
Sometimes 1
Once a week 2
2-3 times per week 3
Every day 4
Don't Know/ Refuse 888
Thank you very much
Classroom Teacher Interview Protocol
1. Have you been trained as a teacher? What level of 
training?
2. Teaching experience:
a. Total years teaching:
b. Years teaching this grade at this school:
3. Ghanaian Language used to teach literacy in early grades: 
4. How well do you speak
not at all fair well
the language used in early grades in this school?
5. How well do you read
not at all fair well
the language used in early grades in this school?
6. How well do you write
not at all fair well
the language used in early grades in this school?
7. Did you receive NALAP training? Yes No
a. How many days in 2009-2010?
b. How many days in 2010-2011?
8. Did you find the training helpful in your implementation of NALAP? Yes No
Why? Why not?
9. What do you think of the NALAP materials?
Region
District
EMIS Code
School Code
School Name
Grade
Class 
Enrollment
Boys:
Girls:
Interviewer
Date
a. Is the Teacher Guide easy to use? Yes No
b. Is the level of difficulty appropriate in the pupil materials? Yes No
c. Are the materials related to the child’s environment and culture (i.e., connected to what 
the child knows, appropriate to the child’s life)? 
Ghanaian language? Yes No
English? Yes No
10. Have you received instructional support on NALAP? Yes No
If yes, who has provided support? Allow more than one response.
a. Other teachers
b. School head teacher
c. Circuit supervisor
d. District trainers
e. Other
11. Was the support given helpful in sustaining your use of NALAP? Yes No
a. Why? Why not?
12. Do you teach the NALAP lessons each day? Yes No
a. What about the lessons makes them good/not good to teach each day?
13. Which strategies for teaching literacy are most effective in your classroom?
14. What materials are most effective for teaching literacy? 
Why are these more effective than others? Are any materials ineffective?
15. How do children learn about letters and sounds? 
a. What activities do you find most effective for teaching letter/sound correspondence?
b. Where did you learn these techniques?
16. How do children learn to sound out words?
a. What activities do you find most effective for teaching how to sound our words?
b. Where did you learn these techniques?
17. How do you check for student understanding? Can you give an example of an activity 
18. What has changed in your classroom with NALAP?
19. Are the community members aware of the NALAP approach to teaching children to read? Has 
that changed over time? 
Head Teacher Interview Protocol
1. Enrolments for each grade up to P3 by gender
Girls Boys 
KG 1
KG 2
P1
P2
P3
2. What is the Ghanaian language of this school?
3. How was the language selected? 
4. Are your NALAP materials in this language? Yes No
5. What proportion of the pupils in KG1 – P3 speak that language fluently? 
Less than half About half About 3/4 Virtually all
If the language of the NALAP materials is different from the language of many children, ask why. 
6. What is the approximate distance to the school from the district capital, in kilometers?
7. Is the road tarred? Yes No
8. Did you and the teachers in this school receive NALAP training? Yes No
How many days 2009-2010?
How many days 2010-2011?
Region
District
EMIS Code
School Code
School Name
Highest Grade
School type: Public Private
School 
Location
Rural Urban
Interviewer
Date
Did you find the training useful? Yes No
Why?/Why not?
9. How long is the literacy period each day? 
10. Does your school have an active SMC? Yes No
What role does the SMC play in NALAP?
11. Does your school have an active PTA? Yes No
What role does the PTA play in NALAP?
12. How often have you attended training for early grade reading instruction? 
13. What were the important things that you learned about reading and reading instruction in the 
trainings?
14. Do you have the chance to support your teachers in giving reading instruction to students?
15. Now that you have had experience with NALAP, what are your views on it (e.g., based on classroom 
observation and conversations with teachers).
16. How much class time is spent on reading now? Before NALAP? 
17. What materials were most valuable in supporting reading improvements?
18. How effective were the lesson plans?
19. What are the community’s views of NALAP?
EdData II TO 7—NALAP Formative Evaluation Report, Ghana C-1
Annex C: Classroom Observation Protocol
NATIONAL LITERACY ACCELERATION PROGRAM
Classroom Observation Instrument
March 2011
Region _____________ 
 District _____________ 
 EMIS Code _________ 
 School Code _________ 
Observer ___________ 
 Date _______________
 School ____________
ELEMENT 1.1: LESSON PLANNING
BEST PRACTICE: NALAP lessons are planned for the teacher. But the teacher must review the plans before teaching and be ready to lead 
lessons. Teachers should demonstrate the following best practices in L1 and L2 lessons: 
(1) connect learning to relevant previous knowledge; 
(2) address the unit objectives (what the learners will know and be able to do); 
(3) address core points; 
(4) address individual needs. NOTE: There do not need to be individual plans for each learner, but instruction should be differentiated for 
variety in students’ abilities.);
(5) use teaching and learning materials as specified in the lesson; and, 
(6) assess learning (checklist, evaluation sheet, oral questioning, etc.). 
□ □ □ 
Slow pace and hesitation shows 
no preparation. Or teacher uses 
NALAP materials but does not 
use Teacher Guide 
□ 
Some parts of Ghanaian 
language lesson or English 
lesson delivered according to 
Teacher Guide
3-5 parts of both Ghanaian 
language and English lessons 
delivered according to Teacher 
Guide. 
All parts of Ghanaian language 
and English lesson delivered 
according to Teacher Guide
ELEMENT 2.1: USE OF CLASS TIME
BEST PRACTICE: Each class has a set length of time for Ghanaian language and English lessons. Class time for teaching and learning is 
maximized by starting class on time, attending to interruptions quickly and achieving tasks on time.
□ □ □ □ 
Teacher and learner activities 
do not begin on time; 
interruptions not handled 
efficiently; much time is 
wasted; length of time for 
Ghanaian language and English 
lesson is not respected
 
Some time is wasted due to late 
beginning of lesson; 
interruptions not handled 
efficiently; both Ghanaian 
language and English lessons 
delivered, but timing is not 
appropriate
Teacher and learner activities 
begin promptly; interruptions 
are handled partially; most time 
is used for teaching and 
learning; time for Ghanaian 
language and English is off by 
less than 15 minutes
Teacher and learner activities 
begin promptly and 
interruptions are handled 
quickly. Class time for 
teaching and learning is 
maximized. Lessons and tasks 
are achieved on time.
ELEMENT 2.2: MANAGING LEARNER TASK-RELATED BEHAVIOUR
BEST PRACTICE: Learning is maximized when learners are on-task. Teachers use strategies to arouse attention at the beginning of the class 
and sustain attention during the lesson. 
On-task behaviour is defined as “learners are doing what the teacher expects them to be doing at the time,” such as reading, 
using TLMs, listening to the teacher, working in a group, etc. 
Off-task behaviour includes sleeping, daydreaming, not paying attention, etc. 
NOTE: Off-task behaviour is not necessarily misbehaviour; the child may not be disturbing others, but may be off-task.
□ □ □ □ 
Many learners are off-task, 
looking around, daydreaming, 
not doing what the teacher 
expects. The teacher does not 
attempt to get them on-task.
 
Some learners are off-task. 
The teacher notices and tries to 
get them on-task. 
Few learners are off-task. The 
teacher notices and gets some 
of them on-task.
All learners are on-task, doing 
what the teacher expects or the 
teacher notices off-task learners 
and gets all of them on-task. 
ELEMENT 3.1: ARRANGEMENT OF LEARNERS
BEST PRACTICE: The arrangement of furniture (if available) and/or learners allows for interaction among learners and contributes to a 
stimulating environment for learning. 
□ □ □ □ 
Learners sit in rows facing the 
teacher.
 
Learners sit in groups but work 
as whole class. 
Learners sit in groups during 
the lesson and work as a group, 
in pairs, or individually. 
Classroom arrangement allows 
for group work with the 
teacher, group or pair work for 
learners, and whole class work.
ELEMENT 3.2: CLASSROOM DISPLAYS
BEST PRACTICE: Teacher appropriately displays learners’ work, and NALAP teaching and learning materials as specified for the lesson, to 
help facilitate a stimulating environment for learning. 
□ □ □ □ 
No learner work or NALAP 
teaching and learning materials 
displayed. 
 
Some learners’ work or 
NALAP teaching and learning 
materials displayed.
Both learners’ work and 
NALAP teaching and learning 
materials are present but not 
well displayed or used 
appropriately.
Both learners’ work and 
appropriate NALAP teaching 
and learning materials are 
displayed; and NALAP 
teaching and learning materials 
are used as specified in the 
Teacher Guide. 
ELEMENT 3.3: LEARNER ENGAGEMENT
BEST PRACTICE: Teacher ensures that learners actively participate in the lesson (individually, in pairs, in groups, or with the whole class). 
Learner participation in lesson activities helps learners to grasp the concepts and develop language skills; and it is directly 
related to learner achievement.
□ □ □ □ 
Learners sit passively and listen 
to the teacher.
 
Few learners actively 
participate and most learners 
watch.
Most learners actively 
participate in learning 
activities. A few only watch.
All learners actively participate 
as instructed in learning 
activities. 
ELEMENT 3.4: LEARNER INTERACTION
 
BEST PRACTICE: Children learn by interacting with others about what is being taught. Learning is enhanced when teachers encourage 
interaction among learners, and learners are free to share ideas and learning materials among themselves.
 
□ □ □ □ 
No interaction among learners. 
Teacher does not encourage 
learner interaction.
 
Learners are allowed limited 
interaction with each other, 
according to the lessons in the 
NALAP Teacher Guide 
Learners are encouraged to 
interact with each other, 
according to the lessons in the 
NALAP Teacher Guide, and 
some pupils interact as 
instructed. 
Teacher successfully promotes 
learner interaction, following 
the lessons in the Teacher 
Guide; whole class is active 
and lively during group work; 
learners share ideas and 
learning materials among 
themselves as instructed 
ELEMENT 3.5: GENDER SENSITIVITY
BEST PRACTICE: Teachers treat girls and boys equally. They call on girls and boys, encourage both boys and girls to succeed, give them 
equal roles and responsibilities, and use gender sensitive TLMs, etc. 
□ □ □ □ 
Teacher’s attention is on only 
boys or only girls. 
 
Teacher calls on boys and girls 
to participate but demonstrates 
a preference for one over the 
other. 
Teacher calls on and 
encourages girls and boys 
equally.
Teacher treats girls and boys 
equally--calls on girls and boys, 
encourages boys and girls to 
succeed, gives both roles as 
group leaders, uses gender 
sensitive TLMs, etc.
ELEMENT 4.1: USE OF TEACHING AND LEARNING MATERIALS (TLMS) 
BEST PRACTICE: The use of appropriate TLMs by teachers and learners enhances learning. NALAP lessons specify TLMs that are essential
to the lesson and appropriate for the level of the learners. The use of the NALAP TLMs by the teacher and/or the learners
facilitates effective lesson delivery. 
 
 NOTE: For the purposes of this assessment, the use of standard TLMs, such as chalk, chalkboard, exercise books, and 
pencils should not be considered in the rating. 
□ □ □ □ 
No NALAP TLMs are used by 
the teacher or the learners.
 
Teacher alone uses appropriate 
NALAP TLMs; pupils do not 
use TLMs.
Teacher uses NALAP TLMs, 
and learners engage with the 
TLMs (individually, in pairs, 
small groups, or whole class).
Teacher uses NALAP TLMs 
according to the lesson in the 
Teacher Guide, and learners 
engage with the TLMs 
(individually, in pairs, small 
groups, or whole class) as 
specified in the lessons. 
ELEMENT 4.2: THINKING SKILLS
BEST PRACTICE: In teaching learners to process and create information, teachers use methods that actively involve learners in discussions 
for problem solving, analyzing, comparing/contrasting, creating, sharing ideas and experiences, etc. 
□ □ □ □ 
Teacher tells information to 
learners. Learners listen to 
teacher, answer recall 
questions, recite, copy from the 
chalkboard, etc.
 
The teacher asks questions that 
have more than one correct 
answer. Learners respond to 
the teacher’s questions. 
Learners are involved in 
discussions and some learners 
share their own ideas.
Learners are involved in 
discussions for problem 
solving, analyzing; and/or in 
creative activities. Many
learners share their own ideas 
and experiences related to the 
lesson.
ELEMENT 4.3: FEEDBACK
BEST PRACTICE: During the lesson effective feedback helps learners to know if they are progressing. Feedback is provided to individual 
learners or learners working in groups to let them know whether their work is adequate or inadequate. It helps learners 
recognize their mistakes and figure out corrections. Feedback is given in a way that encourages learners to keep trying. 
□ □ □ □ 
Teacher does not give feedback 
or feedback is harsh and does 
not encourage learners to try 
again.
 
Teacher gives feedback to 
whole class only. No feedback 
is given to groups or 
individuals. Feedback 
encourages learners. 
Teacher gives some feedback to 
groups and/or individuals. 
Feedback encourages learners. 
Teacher consistently gives 
feedback to groups and/or 
individuals. Feedback helps 
learners recognize their 
mistakes and figure out 
corrections. It encourages 
learners to keep trying.
ELEMENT 4.4: ORAL AND WRITTEN COMMUNICATION IN GHANAIAN LANGUAGE
 
BEST PRACTICE: Teacher has command over the Ghanaian language used in the school (oral and written) and is able to communicate 
effectively in it. Oral language used in the lesson is appropriate and understood by the learners. Written language on the 
chalkboard and on teacher-prepared materials is correct.
□ □ □ □ 
Teacher cannot speak, read or 
write the Ghanaian language
used in the school. 
 
Teacher speaks but cannot read 
or write the Ghanaian language
used in the school. 
Teacher speaks, reads and 
writes the Ghanaian language 
used in the school but has 
difficulty in explaining 
concepts.
Teacher speaks, reads and 
writes the Ghanaian language 
with ease, and explains 
concepts in different ways for 
the understanding of learners.
ELEMENT 4.5: ORAL AND WRITTEN COMMUNICATION IN ENGLISH
 
 
BEST PRACTICE: Teacher has command over English (oral and written) and is able to communicate effectively in it. Oral language used in 
the NALAP English lesson is appropriate and understood by the learners. Written English on the chalkboard and on 
teacher-prepared materials is correct. Teacher uses oral English only in KG1, KG2, and KG3 and does not attempt to teach 
children to read English in those classes. 
□ □ □ □ 
Teacher is not confident in the 
use of English. 
 
Teacher speaks but cannot read 
or write English well enough to 
teach the English lesson 
confidently. 
Note that KG1, KG2, and P1 
NALAP English lessons use 
oral English only. 
Teacher speaks, reads and 
writes English but has 
difficulty in teaching the 
English lesson. Note that KG1, 
KG2, and P1 NALAP English 
lessons use oral English only. 
Teacher has command over 
English and explains concepts 
in different ways so that 
learners understand during the 
English lesson. Teacher writes 
English clearly on chalkboard
in P2 and P3 only. Note that 
KG1, KG2, and P1 NALAP 
English lessons use oral 
English only.
EdData II TO 7—NALAP Formative Evaluation Report, Ghana D-1
Annex D: NALAP Formative Evaluation 
(presentation) 
NALAP 
Formative Evaluation
March, 2011
EdData II 
Education Data for Decision Making
Prepared by 
Ms. Jessica Mejia (RTI), Dr. Carolyn Adger (CAL), Dr. Benjamin Piper (RTI)
RTI International, Research Triangle Park, North Carolina, USA
EdData II TO 7—NALAP Formative Evaluation Report, Ghana D-2
Objective
• In-depth view of NALAP implementation 
at the micro level, limited breadth
• Implemented by EdData – focus on data 
for decision-making
• Interested in providing usable information 
for GES and USAID
• Ground-breaking literacy intervention in 
an era of increased focus on quality
Methodology
• Mixed methods approach
• Loci of analysis: Classroom pedagogy, 
institutional framework, material revisions, pupil 
assessment
• Connected purposively with May 2010 
assessment
• Presentation
– Background
– Findings
– Implications
– Response and discussion
Evaluation Activities
• Development of Language Assessments
• Training of Evaluation Teams
• Pilot assessment, ensuring reliability
• Data collection in schools
• Data entry
• Data analysis
• Report writing
• Presentation
EdData II TO 7—NALAP Formative Evaluation Report, Ghana D-3
Sample
• 2 Schools in 
Tamale metropolis
• 3 schools in 
Takoradi
• 3 schools in Kwahu
West
• 1 school in Salt 
Pond (for practice)
Data
• 132 reading assessments
– Letters, words, story, reading comprehension and 
listening comprehension
• 132 Student interviews on school and family 
literacy background
• 8 Head teacher interviews
• 11 Teacher interviews
• 12 Classroom observations
Reading Tasks
Ghana
Task Dagbani Akuapem Fante
Letter Sound Naming X X X
Word Naming X X X
Oral Reading Fluency X X X
Reading Comprehension X X X
Listening Comprehension X X X
5/4/2012
7
EdData II TO 7—NALAP Formative Evaluation Report, Ghana D-4
Findings
• Pupils’ achievement assessment
• Instruction findings
– Interview findings
– Classroom observation findings
Literacy Assessment Sample
Language Female Male Total
Akuapem 24 28 52
Dagbani 8 15 23
Fante 26 31 57
Total 58 74 132
Letter Identification (per minute)
EdData II TO 7—NALAP Formative Evaluation Report, Ghana D-5
Common Word identification (per minute)
Story Reading (words per minute)
Story Reading (wpm) by gender
EdData II TO 7—NALAP Formative Evaluation Report, Ghana D-6
Reading Comprehension (% correct)
Listening Comprehension (% Correct)
Percentage of Zero Scores by Task
EdData II TO 7—NALAP Formative Evaluation Report, Ghana D-7
Comprehension Score Comparisons
Discussion Questions
• What are your views on the reasons for the low 
findings?
• What is necessary for children to be able to 
read by the end of P2?
Instruction Findings
• From two sources
– Classroom Observation
• Matched with previous NALAP 
implementation study
– Interviews
• From current NALAP study
EdData II TO 7—NALAP Formative Evaluation Report, Ghana D-8
Lesson Planning
0%
10%
20%
30%
40%
50%
60%
No 
preparation, 
no TG
Some of the 
lesson 
according to 
TG
3-5 parts of 
lesson 
according to 
TG
All parts 
according to 
TG
Percentage of Observations
Percentage of 
Observations
Class Time Use
0
5
10
15
20
25
30
35
Activities do 
not begin on 
time
Some time 
wasted 
Most time is 
used for 
teaching and 
learning
Teaching and 
Learning time 
maximized
Percentage of Observations
Percentage of 
Observations
Learner Engagement
0
10
20
30
40
50
60
Learners sit 
passively and 
listen
Few learners 
actively 
participate
Most learners 
actively 
participate
All learners 
actively 
participate
Percentage of Observations
Percentage of 
Observations
EdData II TO 7—NALAP Formative Evaluation Report, Ghana D-9
Use of Materials
0
10
20
30
40
50
60
70
80
No NALAP 
TLMs used
Teacher 
alone uses 
NALAP 
TLMs
Teacher 
uses NALAP 
TLMs, 
learners 
engage with 
TLMS
Teacher 
uses NALAP 
TLMs 
according to 
TG
% of Observations
% of Observations
Ghanaian Language
0
10
20
30
40
50
60
70
80
Teacher 
cannot 
speak read 
or write 
Ghanaian 
language
Teacher 
speaks but 
cannot read 
or write 
Ghanaian 
language
Teacher 
speaks, 
reads and 
writes, but 
has difficulty 
explaining
Teacher 
speaks, 
reads and 
writes, and 
explains in 
different 
ways
% of observations
% of observations
English Language
0
10
20
30
40
50
60
Teacher not 
confident in 
English
Teacher 
speaks but 
cannot read 
or write 
English
Teacher 
speaks, 
reads and 
writes 
English but 
has difficulty 
teaching
Teacher has 
command 
over English 
and explains 
concepts 
differently
% of observations
% of observations
EdData II TO 7—NALAP Formative Evaluation Report, Ghana D-10
Lesson Planning
Region Change
Eastern
Northern
Western
Class Time Use
Region Change
Eastern
Northern
Western
Managing Behavior
Region Change
Eastern
Northern
Western
EdData II TO 7—NALAP Formative Evaluation Report, Ghana D-11
Classroom Arrangement
Region Change
Eastern
Northern
Western
Classroom Displays
Region Change
Eastern
Northern
Western
Learner Engagement
Region Change
Eastern
Northern
Western
EdData II TO 7—NALAP Formative Evaluation Report, Ghana D-12
Learner Interaction
Region Change
Eastern
Northern
Western
Gender Sensitivity
Region Change
Eastern
Northern
Western
Teaching and Learning Materials
Region Change
Eastern
Northern
Western
EdData II TO 7—NALAP Formative Evaluation Report, Ghana D-13
Thinking Skills
Region Change
Eastern
Northern
Western
Feedback
Region Change
Eastern
Northern
Western
Ghanaian Language
Region Change
Eastern
Northern
Western
EdData II TO 7—NALAP Formative Evaluation Report, Ghana D-14
English Language
Region Change
Eastern
Northern
Western
Overall Change
Region Change
Eastern -8
Northern -3
Western +3
Interview Findings
EdData II TO 7—NALAP Formative Evaluation Report, Ghana D-15
Use of Teacher Guides is spotty
• “Oh! NALAP is a good programme. The way it is structured, if 
teachers follow the approach properly, it would help children pick 
[up] reading faster.” (Head Teacher)
• Teacher Guide is the foundation: “the almighty Teachers Guides.”
• But Teacher Guides are being used selectively.
• Re: value of NALAP materials, only 3 of 11 teachers mentioned the 
Teacher Guide.
• Re effective strategies for teaching literacy, 2 P2 teachers named 
materials external to P2 lessons
• But one teacher said “[They were] prepared systematically and that 
makes teaching and learning interesting and positively 
challenging. They make teaching easy. . . . But if you fail to 
teach one day, you destroy the pattern.”
Instruction in phonics is weak
Extensive repetition and little instruction in decoding
• Re how children learn letter/sound connections, 6 of 11 
teachers referred to phonics. Others said “imitating 
what teacher says; pronunciation and how sound goes.” 
Observations confirm belief that hearing words read 
aloud conveys the ability to decode.
• Re activities for teaching letter/sound, teachers said 
“relate letter name and sound” but also “repeat after the 
teacher.”
• Re how children learn to sound out words, 4 of 11 
teachers said that children should repeat. Others 
mentioned phonics; one mentioned blending.
• Only one teacher taught sound/letter connections as 
per the Teacher Guide lesson.
Discussion Questions
• Why do you think the instructional adherence to 
the teachers’ guide is difficult? What should be 
done to improve it?
• Why is the overall quality of NALAP lesson plan 
implementation declining over time? What 
should be done to improve it?
EdData II TO 7—NALAP Formative Evaluation Report, Ghana D-16
Predictive Factors for Pupil Assessment
• Access to Books
• Parent’s Literacy
• Teacher’s Involvement in Homework
• Student’s Views on Reading
• Grade Repetition
Having Books at Home
Father’s Literacy
EdData II TO 7—NALAP Formative Evaluation Report, Ghana D-17
Teacher Checks Homework
Student’s Views on Whether Reading Helps One’s Future
Does Student Enjoy Reading?
EdData II TO 7—NALAP Formative Evaluation Report, Ghana D-18
Grade Repetition
Implications
• Pedagogical Improvements
• Refresher Course
• Use of Data in NALAP
• NALAP Material Revisions
• Social Advocacy
• Institutional support (instruction)
• Institutional support (implementation)
1. Pedagogical Improvements
• Use Teacher’s Guide
• Focus on phonics and decoding
• Questions for comprehension (which types?)
• Themes to ease entry to reading skills, rather 
than entry to content
• Focus on teacher attitudes and interest 
(incentives)
EdData II TO 7—NALAP Formative Evaluation Report, Ghana D-19
2. Refresher Course
• Stagger refresher implementation
• Focus on phonics
• Incorporate model lessons, and lesson critique
• Prepare supervisors, DTSTs, head teachers for 
instructional support roles
• Integrate with Colleges of Education
3. Use of Data
• Report Cards are an opportunity
• NALAP ongoing assessment using oral 
assessment, every Friday
• NALAP/Mother tongue inclusion in NEA
• Ghanaian language is examinable
• Program evaluation throughout NALAP, to 
measure program impact
• Diff-in-diff, regression discontinuity
4. Material Revision
• Assumptions about the speed of phonics skill 
acquisition
• Much time spent on repeating words
• Heavy amounts of text per page, long 
paragraphs
• Consider some letters, syllables, word decoding 
interspersed in P2 and P3 pupils’ books
• Activities books / workbooks could supplement
EdData II TO 7—NALAP Formative Evaluation Report, Ghana D-20
5. Social Advocacy
• Make the deal with the community explicit
• Share success stories
• School report cards
• Expand reading contests at district level
• Developing local writers in mother tongue
• Results are the best advocate for the program
6. Institutional Support (instruction)
• Teacher change theory
• Positive and negative reinforcement in loosely 
coupled systems
• Training is necessary for support staff (head 
teachers, circuit supervisors, DTSTs)
– Not punitive, specific responses to instructional 
quality
– Frequency (and quality) of contact is critical
– Barriers to contact? T&T? Training?
– Specific protocols developed to help improve 
observation feedback
Training and Support
Basic Education, Teacher 
Education, Colleges of 
Education and
Inspectorate
Data
CRDD, Basic 
Education, and 
Inspectorate
Materials
CRDD, Teacher 
Education and 
Colleges of Education
7. Institutional support (implementation)
EdData II TO 7—NALAP Formative Evaluation Report, Ghana D-21
Thank You!
bpiper@rti.org
jmejia@rti.org
cadger@cal.org
EdData II TO 7—NALAP Formative Evaluation Report, Ghana D-22
ADDENDUM
Managing Behavior
0
5
10
15
20
25
30
35
Many 
learners are 
off-task
Some 
learners are 
off-task
Few learners 
are off task
All learners 
are on task
Percentage of Observations
Percentage of 
Observations
Learner Arrangement
0
5
10
15
20
25
30
35
40
45
Rows facing 
teacher
Sit in groups, 
work as a 
class
Sit in groups, 
work in 
groups
Group work, 
pair work, 
whole class 
work
% of observations
% of observations
Learner Interaction
0
10
20
30
40
50
60
No 
interaction 
among 
learners
Limited 
interaction 
with each 
other
Encouraged 
to interact 
with each 
other
Successful 
promotion of 
interaction, 
as in TG
% of observations
% of observations
EdData II TO 7—NALAP Formative Evaluation Report, Ghana D-23
Thinking Skills
0
10
20
30
40
50
60
70
Teacher tells 
information
Teacher 
asks 
questions 
with more 
than one 
answer
Learners are 
involved in 
discussions
Learners are 
sharing their 
ideas and 
experiences
% of observations
% of observations
Feedback
0
10
20
30
40
50
60
70
80
No feedback 
or harsh 
feedback
Feedback to 
whole class 
only
Some 
feedback to 
groups 
and/or 
individuals
Consisten 
feedback to 
groups and 
individuals
% of observations
% of observations
Classroom Displays
0
10
20
30
40
50
60
No work or 
NALAP 
materials
Some work 
or NALAP 
Materials
Both work 
and NALAP 
materials 
Both work 
and NALAP 
materials 
displayed 
appopriately
Percentage of observations
% of observations
EdData II TO 7—NALAP Formative Evaluation Report, Ghana D-24
Gender Sensitivity
0
10
20
30
40
50
60
70
80
90
100
Teacher's 
attention 
only on boys 
or girls
Calls on 
boys and 
girls equally, 
but prefers 
one
Calls on 
boys and 
girls equally
Calls on 
boys and 
girls equally 
and 
encourages 
gender 
leadership
Percentage of Observations
% of Observations
Language Transfer issues
• NALAP has many advantages to other MT programs in 
Sub-Saharan Africa
• Important to ensure better English outcomes vis a vis
the implicit deal with the community
• Consider specifying the relationship between individual 
language sounds and English
• Implications for English materials, and P4-P6 English 
instruction
• Implications for LOI in non-literacy subjects