This paper evaluates the impacts of a Grade 1 literacy intervention, Mahay Mamaky Teny (MMT) translated to “I know how to read”, implemented in Madagascar on student literacy outcomes. The intervention included teacher training and coaching on effective literacy-focused instructional routines and strategies, scripted lesson plans for teachers, and student learning materials. We employ a cluster-randomized controlled trial, at the school level, to identify the overall causal effects of the intervention on student literacy outcomes using the Early Grade Reading Assessment (EGRA) administered in the Malagasy language. We contribute to the evidence base by disentangling the effect of teacher adherence to scripted lessons from the overall effect of the intervention. We achieve this by linking classroom observation data to student reading assessment scores. Our results show that students in the intervention group outperform their control group counterparts on all EGRA subtasks including letter sound identification, syllable reading, oral reading fluency, and reading comprehension. Additionally, within the intervention group, we find that EGRA performance is significantly higher when teachers followed the scripted lessons than when teachers did not.

本文评估了在马达加斯加实施的一年级读写能力干预措施（Mahay Mamaky Teny (MMT)，翻译为“我知道如何阅读”）对学生读写能力结果的影响。干预措施包括对教师进行有效的以扫盲为重点的教学常规和策略方面的培训和辅导、为教师编写的课程计划以及学生的学习材料。我们在学校层面采用整群随机对照试验，通过以马达加斯加语进行的早期阅读评估（EGRA）来确定干预措施对学生读写能力结果的总体因果影响。我们通过将教师遵守脚本课程的效果与干预的整体效果分开来为证据基础做出贡献。我们通过将课堂观察数据与学生阅读评估分数联系起来来实现这一目标。我们的结果表明，干预组的学生在所有 EGRA 子任务上都优于对照组学生，包括字母声音识别、音节阅读、口语阅读流畅性和阅读理解。此外，在干预组中，我们发现当教师遵循脚本课程时，EGRA 表现明显高于教师不遵循脚本课程时的表现。