DDI_TON_2009_EGRA_v01_M_WB Development Data Group 2015-07-28 NADA Version 01 (July 2015) Tonga Early Grade Reading Assessment 2009 EGRA 2009 TON_2009_EGRA_v01_M Ministry of Education Women’s Affairs and Culture World Bank NADA Global Partnership for Education Australian Agency for International Development New Zealand Agency for International Development Education for All – Fast Track Initiative Myrna Machuca-Sierra Tasha Sinai Kristen Andrew McDonall -- Diagnostic Assessment The 2009 Tonga Early Grade Reading Assessment (EGRA) was conducted in a sample of 1,203 students from 60 randomly-selected primary schools in the Kingdom of Tonga. The Tonga EGRA was carried out in November, 2009 by consultants and staff of the Ministry of Education, Women's Affairs and Culture (MEWAC) with financial support from the Australian Agency for International Development (AusAID), the New Zealand Agency for International Development (NZAID), and the Education for All - Fast Track Initiative (EFA-FTI). Technical assistance and management support was provided by the World Bank. The Early Grade Reading Assessment (EGRA) is an oral student assessment designed to measure the most basic foundation skills for literacy acquisition in the early grades: recognizing letters of the alphabet, reading simple words, understanding sentences and paragraphs, and listening with comprehension. The USAID Education Data for Decision Making (EdData II) project developed the EGRA methodology and has applied it in 11 countries and 19 languages. It has been adopted and used by other implementing partners in more than 30 other countries and more than 60 other languages. Data from EGRA have been used for feedback on teacher practice in rigorous but easy-to-understand ways. Many countries have shown an interest in using it as a springboard to improve reading, and have gone on to redesign their teacher training around reading. Tonga National representative student, teacher, clusters of schools All primary schools in the country. Sample survey data [ssd] National diagnostic assessment of basic reading skills in grades 1 to 3 in Tongan. Random stratification of schools by district; random selection of students among all classrooms in a grade tested. On October 12 and 13, 2009, a series of preparatory meetings took place to discuss the scope and purpose of the survey. MEWAC was mainly interested in generating baseline data on average reading skills in Classes 1 to 3 to (a) identify areas where additional instruction is needed, to (b) inform the establishment of reference reading standards that can help educators monitor student's reading progression throughout the school year. With advice from the World Bank, MEWAC chose a national representative sample with contrast groups according to class level (Classes 1, 2, and 3). The final sample design did not incorporate contrast groups by school type and regions, thus, survey results can only suggest estimates by class level and gender. The target population was defined as students enrolled in Classes 1 to 3 in primary schools implementing the national curriculum in Tongan language. Using the 2008 School Census completed in March of 2009 as a sample frame, a sample of 60 schools was selected using a stratified random design with proportional allocation based on school type -single-class (SCT), composite-class (CCT), and multi-class (MCT)- and region, to ensure all school types and regions would have a probability of selection equal to their actual distribution in the country. The final sample consisted of 1,203 students -607 girls and 596 boys- which reflects the gender parity characteristics of the target population. Face-to-face [f2f] Tonga EGRA Student test, student questionnaire, teacher questionnaire, classroom observation snapshot. Data collection took place between November 09 and December 12, 2009. Over a period of 5 weeks, teams of enumerators and supervisors visited sample schools in the country. Complete survey documents were brought back to Nuku'alofa by the TEGRA team members for marking. Data entry took place between January 25 and February 05, 2010. For the 171 teachers surveyed, the overall response rates to the survey items are above 86%. For the 1,203 students in the sample, the overall survey response rates are above 93%. Use of the dataset must be acknowledged using a citation which would include: - the Identification of the Primary Investigator - the title of the survey (including country, acronym and year of implementation) - the survey reference number - the source and date of download. Example, United States Agency for International Development, RTI International. Tonga Early Grade Reading Assessment (EGRA) 2009, Ref. TON_2009_EGRA_v01_M. Dataset downloaded from [url] on [date]. The user of the data acknowledges that the original collector of the data, the authorized distributor of the data, and the relevant funding agency bear no responsibility for use of the data or for interpretations or inferences based upon such uses. tegra 1203 184 Data entry operator Data entry operator Data entry operator Data entry operator Data entry operator 1203 Siosiana Date student survey was administered Date student survey was administered Date student survey was administered Date student survey was administered Date student survey was administered 1203 9112009 27112009 Unique teacher identifier Unique teacher identifier Unique teacher identifier Unique teacher identifier Unique teacher identifier 1200 3 15311 44213 EGRA School number EGRA School number EGRA School number EGRA School number EGRA School number 1203 1531 4421 EGRA School name EGRA School name EGRA School name EGRA School name EGRA School name 1203 FWPS Kolovai FWPS Nukunuku FWPS Utulau FWPS Vaotuu GPS Angaha GPS Atele GPS Fahefa GPS Fakakai GPS Faleloa GPS Fanga o Pilolevu GPS Fatai GPS Folaha GPS Fuaamotu GPS Haalalo GPS Haalaufuli GPS Haano GPS Haasini GPS Haatua GPS Haveluloto GPS Hihifo GPS Hofoa GPS Holonga GPS Houma GPS Kahoua GPS Kaiavale GPS Kanokupolu GPS Koloa GPS Kolomotua GPS Kolonga GPS Kolovai GPS Koulo GPS Lapaha GPS Liviela GPS Longolongo GPS Longomapu GPS Makave GPS Matamaka GPS Maufanga GPS Mua GPS Navutoka GPS Neiafu GPS Ngaunoho GPS Ngeleia GPS Nuapapu GPS Nukuleka GPS Ohonua GPS Pangai GPS Pea GPS Popua GPS Talafoou GPS Teekiu GPS Tefisi GPS Tokomololo GPS Toloa GPS Tufuvai GPS Utungake GPS Vaini GPS Veitongo School type 1=SCT; 2=CCT; 3=MCT School type 1=SCT; 2=CCT; 3=MCT School type 1=SCT; 2=CCT; 3=MCT School type 1=SCT; 2=CCT; 3=MCT School type 1=SCT; 2=CCT; 3=MCT 1203 1 2 3 S1 Teacher gender 1=Male; 2=Female S1 Teacher gender 1=Male; 2=Female S1 Teacher gender 1=Male; 2=Female S1 Teacher gender 1=Male; 2=Female S1 Teacher gender 1=Male; 2=Female 1199 4 1 2 Sysmiss S2 Teacher age as reported S2 Teacher age as reported S2 Teacher age as reported S2 Teacher age as reported S2 Teacher age as reported 1147 56 23 57 S3 School & grades teaching this year S3 School & grades teaching this year S3 School & grades teaching this year S3 School & grades teaching this year S3 School & grades teaching this year 1200 3 1 2 3 4 6 7 8 Sysmiss S4_1a S4_1a S4_1a S4_1a S4_1a 528 675 28 S4_1b S4_1b S4_1b S4_1b S4_1b 550 653 1 26 S4_2a S4_2a S4_2a S4_2a S4_2a 409 794 27 S4_2b S4_2b S4_2b S4_2b S4_2b 387 816 1 35 S4_3a S4_3a S4_3a S4_3a S4_3a 403 800 34 S4_3b S4_3b S4_3b S4_3b S4_3b 403 800 1 28 S5 Teacher holds Trained Teacher Certificate 0=N, 1=Y, 9=NR S5 Teacher holds Trained Teacher Certificate 0=N, 1=Y, 9=NR S5 Teacher holds Trained Teacher Certificate 0=N, 1=Y, 9=NR S5 Teacher holds Trained Teacher Certificate 0=N, 1=Y, 9=NR S5 Teacher holds Trained Teacher Certificate 0=N, 1=Y, 9=NR 1200 3 1 9 Sysmiss S6 Years of experience (total) as reported S6 Years of experience (total) as reported S6 Years of experience (total) as reported S6 Years of experience (total) as reported S6 Years of experience (total) as reported 1177 26 1 36 S7 Years of experience (as certified teacher) as reported S7 Years of experience (as certified teacher) as reported S7 Years of experience (as certified teacher) as reported S7 Years of experience (as certified teacher) as reported S7 Years of experience (as certified teacher) as reported 1031 172 35 S8 School has library 0=N, 1=Y, 9=NR S8 School has library 0=N, 1=Y, 9=NR S8 School has library 0=N, 1=Y, 9=NR S8 School has library 0=N, 1=Y, 9=NR S8 School has library 0=N, 1=Y, 9=NR 1200 3 1 9 Sysmiss S9 If S8=1 - 1= rarely; 2=half the time; 3=most not all lessons; 4=every lesson S9 If S8=1 - 1= rarely; 2=half the time; 3=most not all lessons; 4=every lesson S9 If S8=1 - 1= rarely; 2=half the time; 3=most not all lessons; 4=every lesson S9 If S8=1 - 1= rarely; 2=half the time; 3=most not all lessons; 4=every lesson S9 If S8=1 - 1= rarely; 2=half the time; 3=most not all lessons; 4=every lesson 1082 121 1 2 3 4 9 Sysmiss S10 If S8=1 Teacher supervises students 0=N, 1=Y, 9=NR S10 If S8=1 Teacher supervises students 0=N, 1=Y, 9=NR S10 If S8=1 Teacher supervises students 0=N, 1=Y, 9=NR S10 If S8=1 Teacher supervises students 0=N, 1=Y, 9=NR S10 If S8=1 Teacher supervises students 0=N, 1=Y, 9=NR 1080 123 1 Sysmiss S11 School library part of School Grant Program 0=N, 1=Y, 9=NR S11 School library part of School Grant Program 0=N, 1=Y, 9=NR S11 School library part of School Grant Program 0=N, 1=Y, 9=NR S11 School library part of School Grant Program 0=N, 1=Y, 9=NR S11 School library part of School Grant Program 0=N, 1=Y, 9=NR 1200 3 1 9 Sysmiss S12 Learning corner in school or classroom 0=N, 1=Y, 9=NR S12 Learning corner in school or classroom 0=N, 1=Y, 9=NR S12 Learning corner in school or classroom 0=N, 1=Y, 9=NR S12 Learning corner in school or classroom 0=N, 1=Y, 9=NR S12 Learning corner in school or classroom 0=N, 1=Y, 9=NR 1200 3 1 9 Sysmiss S13 School has functioning PTA 0=N, 1=Y, 9=NR S13 School has functioning PTA 0=N, 1=Y, 9=NR S13 School has functioning PTA 0=N, 1=Y, 9=NR S13 School has functioning PTA 0=N, 1=Y, 9=NR S13 School has functioning PTA 0=N, 1=Y, 9=NR 1200 3 1 9 Sysmiss S14 Teacher meets student's parents 0=N, 1=Y, 9=NR S14 Teacher meets student's parents 0=N, 1=Y, 9=NR S14 Teacher meets student's parents 0=N, 1=Y, 9=NR S14 Teacher meets student's parents 0=N, 1=Y, 9=NR S14 Teacher meets student's parents 0=N, 1=Y, 9=NR 1200 3 1 Sysmiss S15 If S14=1, 1=1/term or less; 2= 2/term; 3=3/term; 4=1/month or more S15 If S14=1, 1=1/term or less; 2= 2/term; 3=3/term; 4=1/month or more S15 If S14=1, 1=1/term or less; 2= 2/term; 3=3/term; 4=1/month or more S15 If S14=1, 1=1/term or less; 2= 2/term; 3=3/term; 4=1/month or more S15 If S14=1, 1=1/term or less; 2= 2/term; 3=3/term; 4=1/month or more 1064 139 1 2 3 4 Sysmiss S16a If S14=1, teacher suggestions on parent/PTA involvement (as reported) S16a If S14=1, teacher suggestions on parent/PTA involvement (as reported) S16a If S14=1, teacher suggestions on parent/PTA involvement (as reported) S16a If S14=1, teacher suggestions on parent/PTA involvement (as reported) S16a If S14=1, teacher suggestions on parent/PTA involvement (as reported) 964 All parents are needed to participate Assist Children reading at home Bring children to school and improve attendance Buy Tongan Books for library Buy more Tongan books/readers to use Buy other books thoer than those at school Buy readers Conduct PTA meeting once a month Conduct a reading program for their child at home each day Encourage students to concentrate on their studies Ensure children always attend school Financial Assistance Fundraising Give children plenty of timeto study at home Give time for children to complete homework & read Give what the children need Help in anyway to allow to read anything at home Help with homework Help with their homework Hold a monthly reading competition Increase Home work to be completed from home Mark that reading children bring home is done More readings to be done from home PTA meeting on certain date with fixed agenda Parents conference at end of every month Parents ead with children at home Parents to help hild reading at home Parents to visit school more regularly to see children work Parents` attendance in PTA meetings tobe improved. Reading Set aside a reading hour at home Support children to attend school Support childrens` reading at home Talk with parents at end of each term all parents attend PTA meeting all parents should attend PTA meeting assist child reading at home assist children at home assist children reading at home assist children with homework be attentive about homework be more attentive to reading from home beeter improve achievements fromstudents bring their children to school themselves & see the teacher buy more readers children attendance encourage children to come to school encourage children to study ensure homework is done ensure children always attend school ensure children are coming to school ensure children attend school ensure children homework is done ensure children homework is complete at home ensure children homework is completed from home ensure home is complete from home ensure the children do not miss school ensuure children attend school fix the fence have a closer relationship with parents have reading time at home have time at home help children at home help children homework at home help children reading from home help children study at home help out with their children homework help teaach the children help the child homework help the children from home help their children reading help with homework help with reading and homework from home help with reading at home help with reading from home help with the homework increase time for Tongan classes inform parents of their children weaknesses look after children better meet parents 2 times a term meet parents more meet parents twice a term meet with parents once a month more PTA meeting more meeting with parents, twice a month more opportunities more parents conference more support from parents for children to study from home more time for parents - teacher conference more time of meeting with parents more time to talk with parents about students achievements mow the school lawn parents - teachers talk once a month parents - teachers talk twice a term parents give children books to read during holiday/absent from school parents need to talk more with their children parents should encourage their children to come to school parents support from home parents to give children activities to do at home parents to help build a bigger library building parents to help their children at home parents-teaher conference twice a month pay school bills- electricity & water supply provide more reading books provide more reading materials provide needs of the school provide printing materials for school provide reading books provide school matrials read a lot at home renovate bathroom renovate library requires more and regular meeting school maintenance set a library at home students to all come to school supply school with more reading books support and help children homework support children in their reading and help them read support/ encourage children not to miss school supportive learning environment at home to check work that children bring hme to continue their support and help given to the school to ensure children return work taken home S16b If S14=1, teacher suggestions on parent/PTA involvement (as reported) S16b If S14=1, teacher suggestions on parent/PTA involvement (as reported) S16b If S14=1, teacher suggestions on parent/PTA involvement (as reported) S16b If S14=1, teacher suggestions on parent/PTA involvement (as reported) S16b If S14=1, teacher suggestions on parent/PTA involvement (as reported) 519 Agenda of PTA meeting to be constructive Be more attentive to bringing children to school Bring children to school all the time Build Library Buy all their materials Collect funds to help the school Help improve students attndance Help improve students learning Help with reading at home Homework Oversee the school PTA ensure bills are paid on time to avoid disruption to school Set a reading time at home To build a school library add more reading materials ask the children to come to school assist child reading from home assist students homework from home assist their children study at home assist with homework be more conscious of children behaviour bring all stationary requirement buy more readers and other story books children should come to school with necessary school material closer and more cooperative relationship with parents contact school when children are absent do homework from home encourage children attendance encourage reading of local newspapers at home encourage their children to always come to school ensure child does read out his work ensure children always attend school ensure children children attend school ensure homework is done from home give affirmations like books not sweets give assistance at home give time for children at home have a contract with parents on student attendance have all atationary ready help child homework from home help children homework at home help provide reading books for the school help supply need of school help to solve arise problem help with home work help with homework help with homework and ensure it is done help with homework at home help with reading at home motivate children love for reading motivate children to value studying paint & renovate classroom parents should be aware of their children weakness at school parents to know true ability of their children and they need to work together provide more reading materials provide reading time at home provide school materials provie more reading books renvate toilets for children set study time at home set up a reading programme at home supply teacher materials support from home support reading support/encourage/motivate students teachers and parents listen to each other tell parents what they need to support the staff to help renovate classroom visit the teacher & student regularly work together with staff S17 Teacher has recommended Tongan Reading Texts 0=N, 1=Y S17 Teacher has recommended Tongan Reading Texts 0=N, 1=Y S17 Teacher has recommended Tongan Reading Texts 0=N, 1=Y S17 Teacher has recommended Tongan Reading Texts 0=N, 1=Y S17 Teacher has recommended Tongan Reading Texts 0=N, 1=Y 1200 3 1 Sysmiss S18 if S17=0 What does teacher use? (as reported) S18 if S17=0 What does teacher use? (as reported) S18 if S17=0 What does teacher use? (as reported) S18 if S17=0 What does teacher use? (as reported) S18 if S17=0 What does teacher use? (as reported) 481 Construct sentences in Tongan and flash cards English enrichment on radio Fable Book, Stories written by Meleane Taufe`ulungaki Fable books Fables Fables and stories written by teahers Fables, writing own stories and stories from MEWAC Make-up stories that relate to leesons topic Stories from FWC womens developmet Stories from radio Teacher writes own stories & uses Tongan newspapers Teachers own stories activities bsed on guided reading bible, hymn book, local newspaper,memmory verses book of fables charts & cardboards compose own stories according to the topics composed/duplicate stories for students reading fable and stories written by teachers fable book fable book 7 stories by Meleane Taufe'ulungaki fable book and write own stories fable book, bible , memmory verses, local newspapers & self written stories fable book, school radio programme fables of Esop fables, local newspapers and other reading materials get more readers/story books local newspapers memmory verses& fable other reading books & stories written by teachers & photocopied own readers written by teacher and Aesop Fables own stories and resources own stories and resources, fables & local newspaper photocopy other books readers appropriate for children reading resources made by the teacher reading that teacher prepared self compose stories self compose storiesaccording to each topic stories from fables that relate to the topic stories written by teachers story books by Mele Taufe'ulungaki supply alternative reading materials translate directly from teachers enrichment translate the stories from radio broadcasting enrichment use cut out cardboard boxes using some other books whatever reading material is available & suits the level of the class write own stories write own stories & translate English stories into Tongan write own stories and poems write own stories on charts write own stories on to charts write own stories that relate to topic write own story and fable book writing own stories S19 if S17=1 Teacher uses reading text 0=N, 1=Y, 9=NR S19 if S17=1 Teacher uses reading text 0=N, 1=Y, 9=NR S19 if S17=1 Teacher uses reading text 0=N, 1=Y, 9=NR S19 if S17=1 Teacher uses reading text 0=N, 1=Y, 9=NR S19 if S17=1 Teacher uses reading text 0=N, 1=Y, 9=NR 963 240 1 Sysmiss S20 if S19=1, 1=rarely; 2=half time; 3=most not all lessons; 4=every lesson S20 if S19=1, 1=rarely; 2=half time; 3=most not all lessons; 4=every lesson S20 if S19=1, 1=rarely; 2=half time; 3=most not all lessons; 4=every lesson S20 if S19=1, 1=rarely; 2=half time; 3=most not all lessons; 4=every lesson S20 if S19=1, 1=rarely; 2=half time; 3=most not all lessons; 4=every lesson 940 263 1 2 3 4 Sysmiss S21 If S19=1, 1=Not very useful; 2=Moderately useful; 3=Very useful S21 If S19=1, 1=Not very useful; 2=Moderately useful; 3=Very useful S21 If S19=1, 1=Not very useful; 2=Moderately useful; 3=Very useful S21 If S19=1, 1=Not very useful; 2=Moderately useful; 3=Very useful S21 If S19=1, 1=Not very useful; 2=Moderately useful; 3=Very useful 904 299 2 3 Sysmiss S22 Has teacher guide for reading instruction 0=N, 1=Y, 9=NR S22 Has teacher guide for reading instruction 0=N, 1=Y, 9=NR S22 Has teacher guide for reading instruction 0=N, 1=Y, 9=NR S22 Has teacher guide for reading instruction 0=N, 1=Y, 9=NR S22 Has teacher guide for reading instruction 0=N, 1=Y, 9=NR 1177 26 1 Sysmiss S23 If S22=0 What does teacher use? (as reported) S23 If S22=0 What does teacher use? (as reported) S23 If S22=0 What does teacher use? (as reported) S23 If S22=0 What does teacher use? (as reported) S23 If S22=0 What does teacher use? (as reported) 518 Follow English reading instructions Foolow techneques given in broadcasting Instruction & training workshops and over the radio Materials from my Teacher Training years None Note from TIOE Resources to be ordered according to new syllabus School Radio Program School Radio Programme Shared reading and guided reading Skills and knowledge from past training & school radio program Skills learnt from my Teacher Training years Strategies from TIOE Syllabus Teach according to child's skills Teachers Guide & modules Teaching experience Tongan Grammar Book and Tongan Culture Use information from radio broadcasting on how to teach reading Use methods that works like phonics and spelling Using Teachers experience What she thinks is appropriate begin from the alphabet blackboards, charts and cards class 3 strategies resources following the teachersplanner book from past years handouts from work experiences get help from othr teachers group students in reading ability guided reading guided reading resources help given by other teachers knowledge and skills from TIOE knowledge and skills from past training made use of strategies appropriate with the level my own expertise my own skills and help from othe teachers need teaching experience and expertise no guide book for teachers no materials no resources none own experise own expetise own teaching experience peer support from other teachers pre-reading strategy reading expertise resources from MEWAC skills from retired officers spy with their little eyes. Phonics. Read the story. strategies from past training teacher expertise teachers guide for English & Tongan for Class 3 topic & skill based use appropriate teaching strategies for children ability use experience & skills from TIOE use guide materials with English reading use knowledge and skills from TIOE use method that are easy to understand use my own skills use own expertise and based upon weakness of students use own method eg. Phonic, sounds of letters use skills from TIOE using knowledge from past trainning using my own understanding of reading using training from TIOE & other professional program weekly plan what I learnt at TIOE work experience S24 if S22=1, 1=rarely; 2=half time; 3=most not all lessons; 4=every lesson S24 if S22=1, 1=rarely; 2=half time; 3=most not all lessons; 4=every lesson S24 if S22=1, 1=rarely; 2=half time; 3=most not all lessons; 4=every lesson S24 if S22=1, 1=rarely; 2=half time; 3=most not all lessons; 4=every lesson S24 if S22=1, 1=rarely; 2=half time; 3=most not all lessons; 4=every lesson 760 443 1 2 3 4 Sysmiss S25 if S22=1, 1=Not very useful; 2=Moderately useful; 3=Very useful S25 if S22=1, 1=Not very useful; 2=Moderately useful; 3=Very useful S25 if S22=1, 1=Not very useful; 2=Moderately useful; 3=Very useful S25 if S22=1, 1=Not very useful; 2=Moderately useful; 3=Very useful S25 if S22=1, 1=Not very useful; 2=Moderately useful; 3=Very useful 737 466 2 3 Sysmiss S26a If S22=1, teacher suggestions on reading guide improvements (as reported) S26a If S22=1, teacher suggestions on reading guide improvements (as reported) S26a If S22=1, teacher suggestions on reading guide improvements (as reported) S26a If S22=1, teacher suggestions on reading guide improvements (as reported) S26a If S22=1, teacher suggestions on reading guide improvements (as reported) 529 B'cause teachers follow topics religiously CDU to revise teachers guide Follow instruction given Guide book should be given to each teacher Guide need More details Increase time Its alright Ministry to provide teachers with teachers guide book for reading More activities More details & more specific More details needed More ideas Names of books for each level should be listed/included Print teaching guide Produce as much as can be Publish Tongan syllabus in Tongan Suggest more techniques/methods and activities for teaching reading Teacher Guide Book should be provided Teachers to put this to better use alright appropriate stories bring more reading books bring the stories correct & proof read for spelling errors i emphasis be given for steps and methods for reading give assistance every year guide book should be given right at the beginning of the year guide to state steps have more readers include more activities increase shared reading activities increrases resources stated in guide book know the steps to teach reading more activites for children more details more details of modules more technique to teach reading need guide to be more detail ok reading materials should match topics show samples silent reading strategies some stories which fit topics studied some topics need to be improved sufficient informaton suggest activites to run teacher guide book need to be revised teachers guide is fine but need to use it more teachers to make use of given guide teachers to share skills there are too many suggested topics to be covered to be more detailed to have teachers guide for all level to make it to an appropriate level for sometimes too difficult to revise skills that is required for teaching reading to use frequently/regularly too much information fot teachers it should have something for children too much teacher focus topics to be improved translate into Tongan update knowledge through inservice use contemporary stories use letters children are used to see using the appropriate level text S26b If S22=1, teacher suggestions on reading guide improvements (as reported) S26b If S22=1, teacher suggestions on reading guide improvements (as reported) S26b If S22=1, teacher suggestions on reading guide improvements (as reported) S26b If S22=1, teacher suggestions on reading guide improvements (as reported) S26b If S22=1, teacher suggestions on reading guide improvements (as reported) 211 More pictures & questions Reading methods to be given on school radio programmes as well. Revise guide Use in every class compile stories that are stated in the syllabus easy and fast guide book to be updated guide to be divided into topics eg. Opposite, tenses, plural etc. guide to bring together with the needed readers include teacher ativities more & better resources more resources for activities more technique to help children nclude or write more stories need more Tongan readers provide more ativities provide update on school matrials reading from left to right should show more teaching technique sometimes resources especially for mathematics are unavailable that all teachers use them S27 Attended in-service training or PD in last 3 years 0=N, 1=Y, 9=NR S27 Attended in-service training or PD in last 3 years 0=N, 1=Y, 9=NR S27 Attended in-service training or PD in last 3 years 0=N, 1=Y, 9=NR S27 Attended in-service training or PD in last 3 years 0=N, 1=Y, 9=NR S27 Attended in-service training or PD in last 3 years 0=N, 1=Y, 9=NR 1200 3 1 Sysmiss S28 Received training in reading instruction in last 3 years 0=N, 1=Y, 9=NR S28 Received training in reading instruction in last 3 years 0=N, 1=Y, 9=NR S28 Received training in reading instruction in last 3 years 0=N, 1=Y, 9=NR S28 Received training in reading instruction in last 3 years 0=N, 1=Y, 9=NR S28 Received training in reading instruction in last 3 years 0=N, 1=Y, 9=NR 1200 3 1 Sysmiss S29_1a If S28=1, Year of first training S29_1a If S28=1, Year of first training S29_1a If S28=1, Year of first training S29_1a If S28=1, Year of first training S29_1a If S28=1, Year of first training 203 1000 1993 1998 2001 2003 2005 2006 2007 2008 2009 Sysmiss S29_1b If s28=1, Year of second training S29_1b If s28=1, Year of second training S29_1b If s28=1, Year of second training S29_1b If s28=1, Year of second training S29_1b If s28=1, Year of second training 71 1132 2004 2007 2008 2009 Sysmiss S29_2 If s28=1, Approx hours of training (total) S29_2 If s28=1, Approx hours of training (total) S29_2 If s28=1, Approx hours of training (total) S29_2 If s28=1, Approx hours of training (total) S29_2 If s28=1, Approx hours of training (total) 179 1024 1 365 S30 If S28=1, Suggestions on teacher training improvements (as reported) S30 If S28=1, Suggestions on teacher training improvements (as reported) S30 If S28=1, Suggestions on teacher training improvements (as reported) S30 If S28=1, Suggestions on teacher training improvements (as reported) S30 If S28=1, Suggestions on teacher training improvements (as reported) 265 Group Work Group reading according to abilities Group work Group work & activities based on the child abilities for children to pronouce word well & to make meaning to those words group actiities group work activities group work time have not had any training help in develop reading syllabus how to plan reading lesson how to teach reading & identify resurces how to teach reading. How to hold students attention. How to identify & deal with weakness improve my teaching technique & improve the students results method of conducting reading classes: shared reading, guided reading , story reading microteaching and exoerience from long serving teachers reading programme: guided reading, shared reading and story reading reading, syllabus, teaching method/,resources and the courage to implement them readng with children shared reading, guided reading and story reading steps for teaching reading story reading, guided and shared reading teaching of early energent readers teaching of reading & identifying appropriate books for levels teaching reading and writing teahing & learning lessons which gives us English teaching skills techniques for teaching poor readers ways to teach Tongan pronouciation and dictation ways to teach the Tongan langiuage when teachers is involved in groupwork involving reading S31 Walks to school 1=60+ min; 2=46-60 ; 3=31-45 ; 4=16-30 ; 5=up to 15 S31 Walks to school 1=60+ min; 2=46-60 ; 3=31-45 ; 4=16-30 ; 5=up to 15 S31 Walks to school 1=60+ min; 2=46-60 ; 3=31-45 ; 4=16-30 ; 5=up to 15 S31 Walks to school 1=60+ min; 2=46-60 ; 3=31-45 ; 4=16-30 ; 5=up to 15 S31 Walks to school 1=60+ min; 2=46-60 ; 3=31-45 ; 4=16-30 ; 5=up to 15 1149 54 1 2 3 4 5 Sysmiss S32 The whole class repeated sentences teacher said first S32 The whole class repeated sentences teacher said first S32 The whole class repeated sentences teacher said first S32 The whole class repeated sentences teacher said first S32 The whole class repeated sentences teacher said first 1199 4 1 2 3 Sysmiss S33 Students copied down text from the chalkboard S33 Students copied down text from the chalkboard S33 Students copied down text from the chalkboard S33 Students copied down text from the chalkboard S33 Students copied down text from the chalkboard 1199 4 1 2 3 Sysmiss S34 Students retold a story they had read S34 Students retold a story they had read S34 Students retold a story they had read S34 Students retold a story they had read S34 Students retold a story they had read 1199 4 1 2 3 Sysmiss S35 Students sounded out unfamiliar words S35 Students sounded out unfamiliar words S35 Students sounded out unfamiliar words S35 Students sounded out unfamiliar words S35 Students sounded out unfamiliar words 1199 4 1 2 3 Sysmiss S36 Students learned meanings of new words S36 Students learned meanings of new words S36 Students learned meanings of new words S36 Students learned meanings of new words S36 Students learned meanings of new words 1199 4 1 2 3 Sysmiss S37 Students read aloud to teacher or to other students S37 Students read aloud to teacher or to other students S37 Students read aloud to teacher or to other students S37 Students read aloud to teacher or to other students S37 Students read aloud to teacher or to other students 1199 4 1 2 3 Sysmiss S38 Students were assigned reading to do on their own during class S38 Students were assigned reading to do on their own during class S38 Students were assigned reading to do on their own during class S38 Students were assigned reading to do on their own during class S38 Students were assigned reading to do on their own during class 1199 4 1 2 3 Sysmiss S39 Teacher uses written evaluations to monitor progress S39 Teacher uses written evaluations to monitor progress S39 Teacher uses written evaluations to monitor progress S39 Teacher uses written evaluations to monitor progress S39 Teacher uses written evaluations to monitor progress 1199 4 1 2 3 Sysmiss S40 Teacher uses oral evaluations to monitor progress S40 Teacher uses oral evaluations to monitor progress S40 Teacher uses oral evaluations to monitor progress S40 Teacher uses oral evaluations to monitor progress S40 Teacher uses oral evaluations to monitor progress 1199 4 1 2 3 Sysmiss S41 Teacher reviews portfolios and other projects S41 Teacher reviews portfolios and other projects S41 Teacher reviews portfolios and other projects S41 Teacher reviews portfolios and other projects S41 Teacher reviews portfolios and other projects 1179 24 1 2 3 Sysmiss S42 Teacher reviews copy books S42 Teacher reviews copy books S42 Teacher reviews copy books S42 Teacher reviews copy books S42 Teacher reviews copy books 1199 4 1 2 3 Sysmiss S43 Teacher reviews homework S43 Teacher reviews homework S43 Teacher reviews homework S43 Teacher reviews homework S43 Teacher reviews homework 1199 4 1 2 3 Sysmiss S44 Other methods to monitor progress (as reported) S44 Other methods to monitor progress (as reported) S44 Other methods to monitor progress (as reported) S44 Other methods to monitor progress (as reported) S44 Other methods to monitor progress (as reported) 319 At the end of the topic run a competition to encourage a love of reading I assess them at end of each topic & fill in the assessment form Look at their results every week Observation Read to understand/comprehend & draw pictures Reading skills are checked in other subjects also. Run reading assessment after completing of teahing a topic Using of flash cards & reading from charts assess child on how they describe passage read orally assessment of student building sentences: whistling game to test listening skills check apelling everyday conducting remedial work everyday for slow learners dialogue & role play dictation doing phonic & spelling with majority of class flash card with letters or words game with words and letters eg. Bingo giving children card with sentences to practise reading group activities and running records group work group work activities group work in the classroom everyday identify and correct child mistake immediately more tests & writing for the class peer assessment quize and tests read and understand read together with the children role play and test running record running record each term running record on reading accuracy twice a term running record twice a term running record, running record, spelling test silent reading, read and do, find a treasure, retelling spy with their little eyes for new words. teacher observation they write on a given topic each morning use running records, using familiar texts used that month using running record write out the story, draw pictures & get students to write sentences about it S45 Grade students should read aloud a short passage with few mistakes S45 Grade students should read aloud a short passage with few mistakes S45 Grade students should read aloud a short passage with few mistakes S45 Grade students should read aloud a short passage with few mistakes S45 Grade students should read aloud a short passage with few mistakes 1146 57 1 2 3 7 8 Sysmiss S46 Grade students should write their name S46 Grade students should write their name S46 Grade students should write their name S46 Grade students should write their name S46 Grade students should write their name 1171 32 1 2 3 7 Sysmiss S47 Grade students should understand stories they read S47 Grade students should understand stories they read S47 Grade students should understand stories they read S47 Grade students should understand stories they read S47 Grade students should understand stories they read 1170 33 1 2 3 7 Sysmiss S48 Grade students should recognize & say letter names S48 Grade students should recognize & say letter names S48 Grade students should recognize & say letter names S48 Grade students should recognize & say letter names S48 Grade students should recognize & say letter names 1170 33 1 2 7 Sysmiss S49 Grade students should sound out unfamiliar words S49 Grade students should sound out unfamiliar words S49 Grade students should sound out unfamiliar words S49 Grade students should sound out unfamiliar words S49 Grade students should sound out unfamiliar words 1193 10 1 2 3 7 Sysmiss S50 Grade students should understand stories they hear S50 Grade students should understand stories they hear S50 Grade students should understand stories they hear S50 Grade students should understand stories they hear S50 Grade students should understand stories they hear 1170 33 1 2 3 7 Sysmiss S51 Grade students should recite alphabet S51 Grade students should recite alphabet S51 Grade students should recite alphabet S51 Grade students should recite alphabet S51 Grade students should recite alphabet 1171 32 1 2 3 7 8 Sysmiss 1203 2009 1203 11 1203 9 10 11 12 13 14 15 16 17 18 19 20 27 395 808 1 Sysmiss Date teacher completed survey Date teacher completed survey Date teacher completed survey Date teacher completed survey Date teacher completed survey 1200 2009-11-09 2009-11-27 2009-11-09 2009-11-10 2009-11-11 2009-11-12 2009-11-13 2009-11-14 2009-11-15 2009-11-16 2009-11-17 2009-11-18 2009-11-19 2009-11-20 2009-11-27 Name of enumerator administering survey Name of enumerator administering survey Name of enumerator administering survey Name of enumerator administering survey Name of enumerator administering survey 1196 Emalata Etimani Faleola Fipe Fipelatu Ifalemi Kalesita Leti Lupe Lute Malia Manutalaaho Matelita Olivia Penina Salesi Seini Setikia Suliana Tolia Unique EGRA student ID Unique EGRA student ID Unique EGRA student ID Unique EGRA student ID Unique EGRA student ID 1203 186222 44010731 Survey ID Survey ID Survey ID Survey ID Survey ID 1203 1 1203 Region 1=Tongatapu TBU; 2=Eua EUA; 3=Hapai HAP; 4=Vavau VAV Region 1=Tongatapu TBU; 2=Eua EUA; 3=Hapai HAP; 4=Vavau VAV Region 1=Tongatapu TBU; 2=Eua EUA; 3=Hapai HAP; 4=Vavau VAV Region 1=Tongatapu TBU; 2=Eua EUA; 3=Hapai HAP; 4=Vavau VAV Region 1=Tongatapu TBU; 2=Eua EUA; 3=Hapai HAP; 4=Vavau VAV 1203 1 2 3 4 Class (i.e., Grade) where 1=1st Grade; 2= 2nd Grade; 3=3rd Grade Class (i.e., Grade) where 1=1st Grade; 2= 2nd Grade; 3=3rd Grade Class (i.e., Grade) where 1=1st Grade; 2= 2nd Grade; 3=3rd Grade Class (i.e., Grade) where 1=1st Grade; 2= 2nd Grade; 3=3rd Grade Class (i.e., Grade) where 1=1st Grade; 2= 2nd Grade; 3=3rd Grade 1203 1 2 3 DOB_orig DOB_orig DOB_orig DOB_orig DOB_orig 1200 1/1/2002 1/1/2003 1/10/2001 1/10/2002 1/10/2004 1/11/2002 1/12/2002 1/12/2003 1/14/2003 1/14/2004 1/15/2001 1/15/2003 1/15/2004 1/16/2002 1/16/2004 1/17/2002 1/18/2001 1/18/2003 1/19/2003 1/2/2002 1/2/2003 1/2/2004 1/20/2002 1/20/2004 1/21/2002 1/21/2004 1/22/2002 1/23/2002 1/23/2003 1/23/2004 1/24/2001 1/24/2003 1/25/2001 1/25/2002 1/26/2003 1/26/2004 1/27/2002 1/28/2002 1/29/2004 1/3/2002 1/3/2003 1/3/2004 1/31/2002 1/31/2004 1/4/2003 1/5/2001 1/5/2002 1/5/2003 1/5/2004 1/6/2000 1/6/2001 1/6/2002 1/7/2002 1/7/2003 1/7/2004 1/8/2001 10/1/2001 10/1/2003 10/10/2001 10/10/2002 10/11/2001 10/11/2003 10/12/2002 10/13/2003 10/14/2001 10/15/2002 10/17/2002 10/19/2001 10/19/2003 10/2/2001 10/21/2001 10/22/2003 10/24/2001 10/24/2003 10/25/2003 10/28/2002 10/29/1999 10/29/2001 10/29/2002 10/3/2001 10/3/2004 10/31/2001 10/4/2001 10/4/2002 10/4/2003 10/4/2004 10/5/2001 10/5/2002 10/5/2003 10/6/2002 10/6/2003 10/7/2001 10/7/2002 10/7/2003 10/8/2001 10/8/2002 10/9/2000 10/9/2001 10/9/2003 11//01/2003 11/1/2002 11/1/2004 11/10/2003 11/11/2001 11/11/2002 11/11/2003 11/12/2003 11/15/2002 11/16/2001 11/17/2002 11/19/2001 11/2/2001 11/20/2003 11/21/2003 11/24/2001 11/25/2000 11/25/2002 11/29/2001 11/3/2003 11/3/2004 11/30/2001 11/30/2002 11/30/2003 11/4/2002 11/4/2003 11/5/2001 11/5/2002 11/6/2001 11/6/2002 11/7/2003 11/8/2003 11/9/2001 11/9/2002 12/1/2001 12/1/2003 12/1/2004 12/10/2002 12/10/2003 12/11/2003 12/12/2001 12/12/2002 12/12/2003 12/13/2001 12/13/2002 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6/4/2001 6/4/2002 6/4/2003 6/5/2000 6/5/2001 6/5/2002 6/5/2003 6/6/2001 6/6/2002 6/6/2004 6/7/2001 6/7/2002 6/7/2003 6/8/2000 6/8/2001 6/8/2002 6/8/2003 6/9/2002 7/1/2001 7/1/2002 7/1/2003 7/1/2004 7/10/2000 7/10/2001 7/10/2003 7/11/2003 7/12/2001 7/12/2002 7/13/2002 7/14/2001 7/14/2003 7/15/2003 7/16/2002 7/18/2002 7/19/2002 7/2/2003 7/2/2004 7/20/2003 7/21/2001 7/21/2003 7/23/2003 7/24/2001 7/24/2002 7/26/2002 7/26/2003 7/27/2002 7/27/2003 7/28/2001 7/3/2001 7/3/2003 7/30/2001 7/31/2002 7/31/2003 7/4/2002 7/4/2003 7/5/2002 7/6/2001 7/6/2002 7/6/2003 7/7/2002 7/7/2003 7/8/2002 7/8/2003 8/1/2001 8/1/2002 8/1/2003 8/1/2004 8/10/2001 8/10/2002 8/10/2003 8/11/2001 8/11/2003 8/12/2001 8/13/2002 8/13/2003 8/14/2001 8/14/2003 8/15/2003 8/16/2002 8/18/2001 8/18/2003 8/19/2002 8/2/2001 8/2/2002 8/2/2003 8/21/2003 8/22/2004 8/23/2001 8/23/2002 8/23/2003 8/24/2002 8/25/2000 8/26/2002 8/26/2003 8/28/2001 8/28/2003 8/29/2001 8/29/2002 8/3/2002 8/3/2003 8/3/2004 8/30/2000 8/30/2001 8/4/2001 8/4/2003 8/5/2000 8/5/2002 8/5/2003 8/6/2001 8/6/2002 8/6/2003 8/7/2001 8/7/2002 8/8/2001 8/8/2002 8/9/2001 8/9/2002 8/9/2003 9/1/2002 9/1/2003 9/1/2004 9/10/2001 9/10/2002 9/10/2003 9/11/2000 9/11/2001 9/11/2003 9/12/2001 9/12/2002 9/12/2003 9/13/2000 9/13/2002 9/13/2003 9/14/2000 9/14/2002 9/15/2003 9/16/2003 9/17/2001 9/17/2002 9/17/2003 9/18/2001 9/19/2002 9/2/2001 9/2/2002 9/2/2003 9/2/2004 9/20/2001 9/20/2003 9/21/2001 9/25/2002 9/27/2003 9/28/2001 9/29/2001 9/29/2003 9/3/2001 9/3/2003 9/3/2004 9/30/2002 9/4/2002 9/4/2003 9/5/2003 9/6/2002 9/6/2003 9/6/2004 9/7/2001 9/7/2002 9/8/2001 9/8/2002 9/8/2003 9/9/1998 9/9/2001 9/9/2002 9/9/2003 DOB DOB DOB DOB DOB 1200 3 1012002 31122003 Gender 1=Girl ; 2=Boy Gender 1=Girl ; 2=Boy Gender 1=Girl ; 2=Boy Gender 1=Girl ; 2=Boy Gender 1=Girl ; 2=Boy 1203 1 2 Time survey started Time survey started Time survey started Time survey started Time survey started 1201 10:00 10:01 10:02 10:03 10:04 10:05 10:06 10:07 10:08 10:09 10:10 10:11 10:12 10:13 10:14 10:15 10:16 10:17 10:18 10:19 10:20 10:21 10:22 10:23 10:24 10:25 10:26 10:27 10:28 10:29 10:30 10:31 10:32 10:33 10:34 10:35 10:36 10:37 10:38 10:39 10:40 10:42 10:43 10:44 10:45 10:46 10:47 10:48 10:50 10:51 10:52 10:53 10:54 10:55 10:56 10:57 10:58 10:59 11:00 11:02 11:03 11:04 11:05 11:06 11:07 11:08 11:10 11:12 11:13 11:14 11:15 11:16 11:17 11:19 11:20 11:21 11:22 11:23 11:25 11:26 11:27 11:28 11:29 11:30 11:31 11:32 11:33 11:35 11:36 11:37 11:39 11:40 11:42 11:43 11:44 11:45 11:46 11:47 11:48 11:49 11:50 11:57 11:58 11:59 12:00 12:01 12:02 12:03 12:04 12:05 12:06 12:07 12:08 12:09 12:10 12:13 12:14 12:16 12:19 12:20 12:21 12:22 12:23 12:24 12:25 12:26 12:27 12:28 12:30 12:31 12:32 12:33 12:34 12:38 12:40 12:41 12:44 12:45 12:46 12:47 12:48 12:49 12:50 12:52 12:54 12:55 12:56 12:57 12:58 12:59 13:00 13:01 13:02 13:03 13:05 13:07 13:08 13:09 13:12 13:13 13:14 13:15 13:16 13:17 13:19 13:20 13:22 13:23 13:24 13:25 13:26 13:27 13:28 13:29 13:30 13:31 13:32 13:33 13:35 13:36 13:37 13:38 13:39 13:40 13:42 13:43 13:44 13:45 13:46 13:47 13:48 13:49 13:50 13:51 13:52 13:53 13:54 13:55 13:57 13:58 13:59 14:00 14:01 14:02 14:03 14:04 14:05 14:06 14:07 14:08 14:09 14:10 14:11 14:12 14:13 14:14 14:15 14:16 14:17 14:18 14:19 14:20 14:21 14:22 14:23 14:24 14:25 14:26 14:27 14:28 14:29 14:30 14:32 14:33 14:34 14:35 14:36 14:38 14:39 14:40 14:41 14:42 14:43 14:44 14:45 14:46 14:47 14:48 14:49 14:50 14:51 14:52 14:53 14:54 14:55 14:56 14:57 14:58 14:59 15:00 15:01 15:02 15:03 15:04 15:05 15:06 15:07 15:08 15:09 15:10 15:11 15:12 15:13 15:14 15:15 15:16 15:17 15:18 15:19 15:20 15:21 15:22 15:23 15:24 15:25 15:26 15:28 15:30 15:31 15:32 15:33 15:34 15:35 15:36 15:38 15:39 15:40 15:41 15:42 15:44 15:45 15:46 15:48 15:49 15:51 15:52 15:53 15:55 15:56 15:57 15:58 16:00 16:01 16:02 16:04 16:08 16:09 16:10 16:13 16:14 16:16 16:17 16:18 16:19 16:20 16:26 16:32 16:36 16:37 16:38 16:40 16:41 16:47 16:52 16:54 16:55 16:57 17:06 17:09 17:11 17:29 17:31 17:33 8:15 8:30 8:35 8:37 8:38 8:40 8:41 8:42 8:43 8:44 8:45 8:46 8:47 8:48 8:49 8:50 8:51 8:52 8:53 8:55 8:57 8:58 8:59 9:00 9:01 9:03 9:04 9:05 9:07 9:09 9:10 9:12 9:13 9:14 9:15 9:16 9:17 9:18 9:19 9:20 9:22 9:23 9:24 9:25 9:26 9:27 9:28 9:29 9:30 9:31 9:33 9:34 9:35 9:36 9:37 9:38 9:39 9:40 9:41 9:42 9:43 9:44 9:45 9:46 9:47 9:48 9:49 9:50 9:51 9:52 9:53 9:54 9:55 9:56 9:57 9:58 9:59 Time survey ended Time survey ended Time survey ended Time survey ended Time survey ended 1201 10:00 10:01 10:02 10:04 10:05 10:06 10:07 10:08 10:10 10:11 10:12 10:13 10:14 10:15 10:16 10:17 10:18 10:19 10:20 10:21 10:22 10:24 10:25 10:26 10:27 10:28 10:29 10:30 10:32 10:33 10:34 10:35 10:36 10:37 10:38 10:39 10:40 10:41 10:42 10:43 10:44 10:45 10:47 10:48 10:49 10:50 10:51 10:52 10:53 10:54 10:55 10:56 10:57 10:58 10:59 11:00 11:01 11:02 11:03 11:05 11:06 11:07 11:09 11:10 11:11 11:12 11:13 11:14 11:15 11:16 11:17 11:18 11:19 11:20 11:23 11:24 11:25 11:26 11:27 11:28 11:29 11:30 11:31 11:32 11:33 11:34 11:35 11:36 11:37 11:38 11:39 11:40 11:41 11:42 11:43 11:44 11:45 11:47 11:48 11:49 11:50 11:51 11:55 11:56 11:57 11:58 11:59 12:00 12:01 12:02 12:03 12:04 12:05 12:06 12:07 12:08 12:09 12:10 12:13 12:15 12:16 12:18 12:20 12:21 12:23 12:24 12:25 12:28 12:29 12:30 12:31 12:35 12:36 12:37 12:38 12:39 12:40 12:41 12:43 12:44 12:45 12:47 12:48 12:49 12:51 12:54 12:55 12:56 12:58 13:00 13:01 13:02 13:04 13:05 13:06 13:07 13:08 13:10 13:12 13:13 13:15 13:17 13:18 13:19 13:20 13:22 13:23 13:24 13:25 13:26 13:27 13:28 13:30 13:33 13:34 13:35 13:36 13:37 13:39 13:40 13:41 13:42 13:43 13:44 13:45 13:46 13:47 13:48 13:49 13:50 13:52 13:53 13:54 13:55 13:56 13:57 13:58 13:59 14:00 14:02 14:03 14:04 14:05 14:06 14:07 14:08 14:09 14:10 14:12 14:13 14:14 14:15 14:16 14:18 14:19 14:20 14:21 14:22 14:23 14:24 14:25 14:26 14:27 14:28 14:29 14:30 14:31 14:33 14:34 14:35 14:36 14:37 14:38 14:39 14:40 14:42 14:43 14:44 14:45 14:46 14:47 14:48 14:49 14:50 14:51 14:52 14:53 14:54 14:55 14:56 14:57 14:58 14:59 15:00 15:01 15:02 15:03 15:04 15:05 15:06 15:07 15:08 15:09 15:10 15:11 15:12 15:13 15:14 15:15 15:16 15:17 15:18 15:19 15:20 15:21 15:22 15:23 15:24 15:25 15:27 15:28 15:29 15:30 15:31 15:32 15:35 15:36 15:37 15:38 15:39 15:40 15:41 15:42 15:43 15:44 15:45 15:47 15:48 15:50 15:51 15:52 15:54 15:55 15:57 15:58 16:00 16:01 16:02 16:04 16:05 16:06 16:07 16:08 16:09 16:10 16:12 16:14 16:15 16:16 16:17 16:18 16:20 16:22 16:25 16:26 16:29 16:30 16:32 16:33 16:34 16:35 16:37 16:38 16:39 16:40 16:50 16:51 16:54 16:56 16:58 17:00 17:02 17:03 17:09 17:10 17:12 17:15 17:25 17:26 17:27 17:31 17:51 17:54 17:56 8:32 8:35 8:50 8:55 8:56 8:57 8:58 8:59 9:00 9:01 9:03 9:04 9:05 9:06 9:08 9:09 9:10 9:11 9:12 9:14 9:15 9:16 9:17 9:18 9:19 9:20 9:21 9:22 9:23 9:24 9:25 9:26 9:27 9:28 9:29 9:30 9:31 9:32 9:33 9:34 9:35 9:36 9:37 9:38 9:39 9:40 9:41 9:43 9:44 9:45 9:47 9:48 9:49 9:50 9:51 9:52 9:53 9:54 9:55 9:57 9:58 9:59 Total time survey was administered Total time survey was administered Total time survey was administered Total time survey was administered Total time survey was administered 1201 0:00 0:06 0:07 0:09 0:10 0:11 0:12 0:13 0:14 0:15 0:16 0:17 0:18 0:19 0:20 0:21 0:22 0:23 0:24 0:25 0:26 0:27 0:28 0:29 0:30 0:33 0:34 0:35 0:37 0:38 0:39 0:45 0:53 0:56 1:10 1:20 Time (in seconds) student spent reading letters Time (in seconds) student spent reading letters Time (in seconds) student spent reading letters Time (in seconds) student spent reading letters Time (in seconds) student spent reading letters 1166 37 20 60 Total letters read Total letters read Total letters read Total letters read Total letters read 1166 37 5 100 Number of CORRECT letters read during exercise Number of CORRECT letters read during exercise Number of CORRECT letters read during exercise Number of CORRECT letters read during exercise Number of CORRECT letters read during exercise 1166 37 100 Number of INCORRECT letters read during exercise Number of INCORRECT letters read during exercise Number of INCORRECT letters read during exercise Number of INCORRECT letters read during exercise Number of INCORRECT letters read during exercise 1167 36 43 Initial sound: niu Initial sound: niu Initial sound: niu Initial sound: niu Initial sound: niu 1118 85 1 2 9 Sysmiss Initial sound: tali Initial sound: tali Initial sound: tali Initial sound: tali Initial sound: tali 1118 85 1 2 9 Sysmiss Initial sound: kovi Initial sound: kovi Initial sound: kovi Initial sound: kovi Initial sound: kovi 1118 85 1 2 9 Sysmiss Initial sound: ifo Initial sound: ifo Initial sound: ifo Initial sound: ifo Initial sound: ifo 1118 85 1 2 9 Sysmiss Initial sound: uta Initial sound: uta Initial sound: uta Initial sound: uta Initial sound: uta 1112 91 1 2 9 Sysmiss Initial sound: ou Initial sound: ou Initial sound: ou Initial sound: ou Initial sound: ou 786 417 1 2 9 Sysmiss Initial sound: hao Initial sound: hao Initial sound: hao Initial sound: hao Initial sound: hao 782 421 1 2 9 Sysmiss Initial sound: ako Initial sound: ako Initial sound: ako Initial sound: ako Initial sound: ako 782 421 1 2 9 Sysmiss Initial sound: ngu Initial sound: ngu Initial sound: ngu Initial sound: ngu Initial sound: ngu 781 422 1 2 9 Sysmiss Initial sound: 'eni Initial sound: 'eni Initial sound: 'eni Initial sound: 'eni Initial sound: 'eni 781 422 1 2 9 Sysmiss Time (in seconds) student spent sounding letters Time (in seconds) student spent sounding letters Time (in seconds) student spent sounding letters Time (in seconds) student spent sounding letters Time (in seconds) student spent sounding letters 958 245 25 60 Total letter sounds student sounded Total letter sounds student sounded Total letter sounds student sounded Total letter sounds student sounded Total letter sounds student sounded 958 245 8 100 Number of CORRECT letter sounds voiced during exercise Number of CORRECT letter sounds voiced during exercise Number of CORRECT letter sounds voiced during exercise Number of CORRECT letter sounds voiced during exercise Number of CORRECT letter sounds voiced during exercise 958 245 89 Number of INCORRECT letter sounds voiced during exercise Number of INCORRECT letter sounds voiced during exercise Number of INCORRECT letter sounds voiced during exercise Number of INCORRECT letter sounds voiced during exercise Number of INCORRECT letter sounds voiced during exercise 958 245 63 Time (in seconds) student spent reading familiar words Time (in seconds) student spent reading familiar words Time (in seconds) student spent reading familiar words Time (in seconds) student spent reading familiar words Time (in seconds) student spent reading familiar words 1053 150 29 60 Total familiar words read Total familiar words read Total familiar words read Total familiar words read Total familiar words read 1054 149 5 100 Number of CORRECT familiar words read during exercise Number of CORRECT familiar words read during exercise Number of CORRECT familiar words read during exercise Number of CORRECT familiar words read during exercise Number of CORRECT familiar words read during exercise 1054 149 100 Number of INCORRECT familiar words read during exercise Number of INCORRECT familiar words read during exercise Number of INCORRECT familiar words read during exercise Number of INCORRECT familiar words read during exercise Number of INCORRECT familiar words read during exercise 1054 149 1 2 3 4 5 6 7 8 9 10 11 12 14 Sysmiss Time (in seconds) student spent reading unfamiliar words Time (in seconds) student spent reading unfamiliar words Time (in seconds) student spent reading unfamiliar words Time (in seconds) student spent reading unfamiliar words Time (in seconds) student spent reading unfamiliar words 1023 180 45 46 48 50 51 53 54 55 57 58 59 60 Sysmiss Total unfamiliar words read Total unfamiliar words read Total unfamiliar words read Total unfamiliar words read Total unfamiliar words read 1023 180 3 57 Number of CORRECT unfamiliar words read during exercise Number of CORRECT unfamiliar words read during exercise Number of CORRECT unfamiliar words read during exercise Number of CORRECT unfamiliar words read during exercise Number of CORRECT unfamiliar words read during exercise 1023 180 1 50 Number of INCORRECT unfamiliar words read during exercise Number of INCORRECT unfamiliar words read during exercise Number of INCORRECT unfamiliar words read during exercise Number of INCORRECT unfamiliar words read during exercise Number of INCORRECT unfamiliar words read during exercise 1023 180 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Sysmiss Time (in seconds) student spent reading connected text Time (in seconds) student spent reading connected text Time (in seconds) student spent reading connected text Time (in seconds) student spent reading connected text Time (in seconds) student spent reading connected text 1035 168 2 60 Total words read in connected text Total words read in connected text Total words read in connected text Total words read in connected text Total words read in connected text 1035 168 2 60 Number of CORRECT words read in connected text Number of CORRECT words read in connected text Number of CORRECT words read in connected text Number of CORRECT words read in connected text Number of CORRECT words read in connected text 1035 168 60 Number of INCORRECT words read in connected text Number of INCORRECT words read in connected text Number of INCORRECT words read in connected text Number of INCORRECT words read in connected text Number of INCORRECT words read in connected text 1035 168 1 2 3 4 5 6 7 8 9 10 12 13 15 16 Sysmiss RC Q1: How many live in Malakai's home? Five RC Q1: How many live in Malakai's home? Five RC Q1: How many live in Malakai's home? Five RC Q1: How many live in Malakai's home? Five RC Q1: How many live in Malakai's home? Five 806 397 1 2 9 Sysmiss RC Q2: Where did Malakai and Mina go? To the shop RC Q2: Where did Malakai and Mina go? To the shop RC Q2: Where did Malakai and Mina go? To the shop RC Q2: Where did Malakai and Mina go? To the shop RC Q2: Where did Malakai and Mina go? To the shop 562 641 1 2 9 Sysmiss RC Q3: What happened to Mina? She fell and hurt herself RC Q3: What happened to Mina? She fell and hurt herself RC Q3: What happened to Mina? She fell and hurt herself RC Q3: What happened to Mina? She fell and hurt herself RC Q3: What happened to Mina? She fell and hurt herself 354 849 1 2 9 Sysmiss RC Q4: Why was she hurt? Malakai challenged her to a race RC Q4: Why was she hurt? Malakai challenged her to a race RC Q4: Why was she hurt? Malakai challenged her to a race RC Q4: Why was she hurt? Malakai challenged her to a race RC Q4: Why was she hurt? Malakai challenged her to a race 303 900 1 2 9 Sysmiss RC Q5: Who fixed Mina's wound? Their grandparent RC Q5: Who fixed Mina's wound? Their grandparent RC Q5: Who fixed Mina's wound? Their grandparent RC Q5: Who fixed Mina's wound? Their grandparent RC Q5: Who fixed Mina's wound? Their grandparent 206 997 1 2 9 Sysmiss LC Q1 Who's Peta's friend? Siale LC Q1 Who's Peta's friend? Siale LC Q1 Who's Peta's friend? Siale LC Q1 Who's Peta's friend? Siale LC Q1 Who's Peta's friend? Siale 1200 3 1 2 9 Sysmiss LC Q2 Who wanted to eat Mangoes? Peta LC Q2 Who wanted to eat Mangoes? Peta LC Q2 Who wanted to eat Mangoes? Peta LC Q2 Who wanted to eat Mangoes? Peta LC Q2 Who wanted to eat Mangoes? Peta 1199 4 1 2 9 Sysmiss LC Q3 What where they going to throw to the trees? Sticks/stones LC Q3 What where they going to throw to the trees? Sticks/stones LC Q3 What where they going to throw to the trees? Sticks/stones LC Q3 What where they going to throw to the trees? Sticks/stones LC Q3 What where they going to throw to the trees? Sticks/stones 1197 6 1 2 9 Sysmiss LC Q4 What where they throwing stones/sticks to the trees? to get the mangoes LC Q4 What where they throwing stones/sticks to the trees? to get the mangoes LC Q4 What where they throwing stones/sticks to the trees? to get the mangoes LC Q4 What where they throwing stones/sticks to the trees? to get the mangoes LC Q4 What where they throwing stones/sticks to the trees? to get the mangoes 1201 2 1 2 9 Sysmiss LC Q5 Why did Siale refused? The neighbors would be mad at them LC Q5 Why did Siale refused? The neighbors would be mad at them LC Q5 Why did Siale refused? The neighbors would be mad at them LC Q5 Why did Siale refused? The neighbors would be mad at them LC Q5 Why did Siale refused? The neighbors would be mad at them 1201 2 1 2 9 Sysmiss W: capital H and glottal stop W: capital H and glottal stop W: capital H and glottal stop W: capital H and glottal stop W: capital H and glottal stop 1199 4 1 2 9 Sysmiss W: correct spelling kaukau W: correct spelling kaukau W: correct spelling kaukau W: correct spelling kaukau W: correct spelling kaukau 1199 4 1 2 9 Sysmiss W: spacing W: spacing W: spacing W: spacing W: spacing 1200 3 1 2 3 5 9 Sysmiss W: glottal stop W: glottal stop W: glottal stop W: glottal stop W: glottal stop 1200 3 1 2 9 Sysmiss W: macron W: macron W: macron W: macron W: macron 1200 3 1 2 9 Sysmiss W: direction W: direction W: direction W: direction W: direction 1200 3 1 2 9 Sysmiss W: full stop W: full stop W: full stop W: full stop W: full stop 1199 4 1 2 8 9 Sysmiss Age of student (as reported) Age of student (as reported) Age of student (as reported) Age of student (as reported) Age of student (as reported) 1201 2 4 99 Month in DOB (as reported) Month in DOB (as reported) Month in DOB (as reported) Month in DOB (as reported) Month in DOB (as reported) 1201 2 1 99 Student speaks same language at home as in school 0=N, 1=Y, 9=NR Student speaks same language at home as in school 0=N, 1=Y, 9=NR Student speaks same language at home as in school 0=N, 1=Y, 9=NR Student speaks same language at home as in school 0=N, 1=Y, 9=NR Student speaks same language at home as in school 0=N, 1=Y, 9=NR 1201 2 1 9 Sysmiss If s9_3_1=0, 1=English; 2=Tongan; 3=Other; 9=NR If s9_3_1=0, 1=English; 2=Tongan; 3=Other; 9=NR If s9_3_1=0, 1=English; 2=Tongan; 3=Other; 9=NR If s9_3_1=0, 1=English; 2=Tongan; 3=Other; 9=NR If s9_3_1=0, 1=English; 2=Tongan; 3=Other; 9=NR 25 1178 1 2 3 9 Sysmiss If s9_3_2=3, as reported If s9_3_2=3, as reported If s9_3_2=3, as reported If s9_3_2=3, as reported If s9_3_2=3, as reported 10 9 Samoan Somebody else in family can read Somebody else in family can read Somebody else in family can read Somebody else in family can read Somebody else in family can read 1201 2 1 9 Sysmiss If S9_4=1, 1=Mother If S9_4=1, 1=Mother If S9_4=1, 1=Mother If S9_4=1, 1=Mother If S9_4=1, 1=Mother 740 463 1 Sysmiss If S9_4=1, 2=Father If S9_4=1, 2=Father If S9_4=1, 2=Father If S9_4=1, 2=Father If S9_4=1, 2=Father 549 654 2 Sysmiss If S9_4=1, 3=Brother or sister If S9_4=1, 3=Brother or sister If S9_4=1, 3=Brother or sister If S9_4=1, 3=Brother or sister If S9_4=1, 3=Brother or sister 692 511 3 Sysmiss If S9_4=1, 4=Other If S9_4=1, 4=Other If S9_4=1, 4=Other If S9_4=1, 4=Other If S9_4=1, 4=Other 27 1176 4 Sysmiss If S9_4=1, 9=NR If S9_4=1, 9=NR If S9_4=1, 9=NR If S9_4=1, 9=NR If S9_4=1, 9=NR 13 1190 9 Sysmiss Did you go to kindergarden? 0=N, 1=Y, 9=NR Did you go to kindergarden? 0=N, 1=Y, 9=NR Did you go to kindergarden? 0=N, 1=Y, 9=NR Did you go to kindergarden? 0=N, 1=Y, 9=NR Did you go to kindergarden? 0=N, 1=Y, 9=NR 1201 2 1 9 Sysmiss THIS year, you are in 1=Class 1; 2=Class 2; 3=Class 3; 9=NR THIS year, you are in 1=Class 1; 2=Class 2; 3=Class 3; 9=NR THIS year, you are in 1=Class 1; 2=Class 2; 3=Class 3; 9=NR THIS year, you are in 1=Class 1; 2=Class 2; 3=Class 3; 9=NR THIS year, you are in 1=Class 1; 2=Class 2; 3=Class 3; 9=NR 1201 2 1 2 3 9 Sysmiss LAST year, you were in 0=Not in schl; 1=1st G; 2=2nd G; 3=3rd G; 8=Kinder; 9=NR LAST year, you were in 0=Not in schl; 1=1st G; 2=2nd G; 3=3rd G; 8=Kinder; 9=NR LAST year, you were in 0=Not in schl; 1=1st G; 2=2nd G; 3=3rd G; 8=Kinder; 9=NR LAST year, you were in 0=Not in schl; 1=1st G; 2=2nd G; 3=3rd G; 8=Kinder; 9=NR LAST year, you were in 0=Not in schl; 1=1st G; 2=2nd G; 3=3rd G; 8=Kinder; 9=NR 1201 2 1 2 3 8 9 Sysmiss LAST year, absent >1 week 0=N, 1=Y, 9=NR LAST year, absent >1 week 0=N, 1=Y, 9=NR LAST year, absent >1 week 0=N, 1=Y, 9=NR LAST year, absent >1 week 0=N, 1=Y, 9=NR LAST year, absent >1 week 0=N, 1=Y, 9=NR 1201 2 1 9 Sysmiss Student has school reader 0=N, 1=Y, 9=NR Student has school reader 0=N, 1=Y, 9=NR Student has school reader 0=N, 1=Y, 9=NR Student has school reader 0=N, 1=Y, 9=NR Student has school reader 0=N, 1=Y, 9=NR 1201 2 1 9 Sysmiss Student has books (other than school reader) at home 0=N, 1=Y, 9=NR Student has books (other than school reader) at home 0=N, 1=Y, 9=NR Student has books (other than school reader) at home 0=N, 1=Y, 9=NR Student has books (other than school reader) at home 0=N, 1=Y, 9=NR Student has books (other than school reader) at home 0=N, 1=Y, 9=NR 1201 2 1 9 Sysmiss If s9_11=1, 1=Tongan If s9_11=1, 1=Tongan If s9_11=1, 1=Tongan If s9_11=1, 1=Tongan If s9_11=1, 1=Tongan 714 489 1 Sysmiss If s9_11=1, 2=English If s9_11=1, 2=English If s9_11=1, 2=English If s9_11=1, 2=English If s9_11=1, 2=English 169 1034 2 Sysmiss If s9_11=1, 2=English If s9_11=1, 2=English If s9_11=1, 2=English If s9_11=1, 2=English If s9_11=1, 2=English 1203 Sysmiss If s9_11=1, 9=NR If s9_11=1, 9=NR If s9_11=1, 9=NR If s9_11=1, 9=NR If s9_11=1, 9=NR 22 1181 9 Sysmiss Student does homework 0=N; 1=Y; 9=NR Student does homework 0=N; 1=Y; 9=NR Student does homework 0=N; 1=Y; 9=NR Student does homework 0=N; 1=Y; 9=NR Student does homework 0=N; 1=Y; 9=NR 1201 2 1 9 Sysmiss Student receives help for homework 0=N; 1=Y; 9=NR Student receives help for homework 0=N; 1=Y; 9=NR Student receives help for homework 0=N; 1=Y; 9=NR Student receives help for homework 0=N; 1=Y; 9=NR Student receives help for homework 0=N; 1=Y; 9=NR 1143 60 1 9 Sysmiss If s9_14=1, 1=Mother If s9_14=1, 1=Mother If s9_14=1, 1=Mother If s9_14=1, 1=Mother If s9_14=1, 1=Mother 682 521 1 Sysmiss If s9_14=1, 1=Father If s9_14=1, 1=Father If s9_14=1, 1=Father If s9_14=1, 1=Father If s9_14=1, 1=Father 318 885 2 Sysmiss If s9_14=1, 3=Brother/sister If s9_14=1, 3=Brother/sister If s9_14=1, 3=Brother/sister If s9_14=1, 3=Brother/sister If s9_14=1, 3=Brother/sister 415 788 3 Sysmiss If s9_14=1, 4=Other If s9_14=1, 4=Other If s9_14=1, 4=Other If s9_14=1, 4=Other If s9_14=1, 4=Other 11 1192 4 Sysmiss If s9_14=1, 9=NR If s9_14=1, 9=NR If s9_14=1, 9=NR If s9_14=1, 9=NR If s9_14=1, 9=NR 13 1190 9 Sysmiss Radio 0=N; 1=Y; 9=NR Radio 0=N; 1=Y; 9=NR Radio 0=N; 1=Y; 9=NR Radio 0=N; 1=Y; 9=NR Radio 0=N; 1=Y; 9=NR 1199 4 1 9 Sysmiss Landline 0=N; 1=Y; 9=NR Landline 0=N; 1=Y; 9=NR Landline 0=N; 1=Y; 9=NR Landline 0=N; 1=Y; 9=NR Landline 0=N; 1=Y; 9=NR 1199 4 1 9 Sysmiss Mobile phone 0=N; 1=Y; 9=NR Mobile phone 0=N; 1=Y; 9=NR Mobile phone 0=N; 1=Y; 9=NR Mobile phone 0=N; 1=Y; 9=NR Mobile phone 0=N; 1=Y; 9=NR 1197 6 1 9 Sysmiss Electricity 0=N; 1=Y; 9=NR Electricity 0=N; 1=Y; 9=NR Electricity 0=N; 1=Y; 9=NR Electricity 0=N; 1=Y; 9=NR Electricity 0=N; 1=Y; 9=NR 1199 4 1 9 Sysmiss TV 0=N; 1=Y; 9=NR TV 0=N; 1=Y; 9=NR TV 0=N; 1=Y; 9=NR TV 0=N; 1=Y; 9=NR TV 0=N; 1=Y; 9=NR 1199 4 1 9 Sysmiss TV SKY 0=N; 1=Y; 9=NR TV SKY 0=N; 1=Y; 9=NR TV SKY 0=N; 1=Y; 9=NR TV SKY 0=N; 1=Y; 9=NR TV SKY 0=N; 1=Y; 9=NR 1199 4 1 9 Sysmiss Refrigerator 0=N; 1=Y; 9=NR Refrigerator 0=N; 1=Y; 9=NR Refrigerator 0=N; 1=Y; 9=NR Refrigerator 0=N; 1=Y; 9=NR Refrigerator 0=N; 1=Y; 9=NR 1199 4 1 9 Sysmiss Toilet inside house 0=N; 1=Y; 9=NR Toilet inside house 0=N; 1=Y; 9=NR Toilet inside house 0=N; 1=Y; 9=NR Toilet inside house 0=N; 1=Y; 9=NR Toilet inside house 0=N; 1=Y; 9=NR 1199 4 1 9 Sysmiss Vehicle 0=N; 1=Y; 9=NR Vehicle 0=N; 1=Y; 9=NR Vehicle 0=N; 1=Y; 9=NR Vehicle 0=N; 1=Y; 9=NR Vehicle 0=N; 1=Y; 9=NR 1199 4 1 9 Sysmiss Boat 0=N; 1=Y; 9=NR Boat 0=N; 1=Y; 9=NR Boat 0=N; 1=Y; 9=NR Boat 0=N; 1=Y; 9=NR Boat 0=N; 1=Y; 9=NR 1199 4 1 9 Sysmiss Walls 1=Brick; 2=timber; 3=Corrugated iron; 4=Hardboard; 5=fale tonga; 9=NR Walls 1=Brick; 2=timber; 3=Corrugated iron; 4=Hardboard; 5=fale tonga; 9=NR Walls 1=Brick; 2=timber; 3=Corrugated iron; 4=Hardboard; 5=fale tonga; 9=NR Walls 1=Brick; 2=timber; 3=Corrugated iron; 4=Hardboard; 5=fale tonga; 9=NR Walls 1=Brick; 2=timber; 3=Corrugated iron; 4=Hardboard; 5=fale tonga; 9=NR 1199 4 1 2 3 5 9 Sysmiss Cook 1=gas; 2=kerosene; 3=fire/outside house; 9=NR Cook 1=gas; 2=kerosene; 3=fire/outside house; 9=NR Cook 1=gas; 2=kerosene; 3=fire/outside house; 9=NR Cook 1=gas; 2=kerosene; 3=fire/outside house; 9=NR Cook 1=gas; 2=kerosene; 3=fire/outside house; 9=NR 1199 4 1 2 3 9 Sysmiss Access to water 1=house/in premises; 2=neighbour's; 3=other; 9=NR Access to water 1=house/in premises; 2=neighbour's; 3=other; 9=NR Access to water 1=house/in premises; 2=neighbour's; 3=other; 9=NR Access to water 1=house/in premises; 2=neighbour's; 3=other; 9=NR Access to water 1=house/in premises; 2=neighbour's; 3=other; 9=NR 1199 4 1 2 3 9 Sysmiss 1200 3 1998 1999 2000 2001 2002 2003 2004 2009 Sysmiss 1200 3 1 2 3 4 5 6 7 8 9 10 11 12 Sysmiss 1200 3 1 31 374 829 1 Sysmiss Date of Birth Date of Birth Date of Birth Date of Birth Date of Birth 1197 1998-09-09 2009-10-17 1998-09-09 1999-10-29 2000-01-06 2000-02-08 2000-03-03 2000-03-17 2000-05-04 2000-05-14 2000-05-19 2000-05-27 2000-06-03 2000-06-05 2000-06-08 2000-07-10 2000-07-24 2000-08-05 2000-08-23 2000-08-25 2000-08-30 2000-09-11 2000-09-13 2000-09-14 2000-10-09 2000-10-14 2000-11-25 2001-01-05 2001-01-06 2001-01-08 2001-01-10 2001-01-15 2001-01-18 2001-01-24 2001-01-25 2001-02-02 2001-02-04 2001-02-06 2001-02-07 2001-02-09 2001-02-10 2001-02-13 2001-02-19 2001-02-22 2001-02-25 2001-03-02 2001-03-05 2001-03-06 2001-03-07 2001-03-08 2001-03-11 2001-03-14 2001-03-17 2001-03-19 2001-03-20 2001-03-22 2001-03-26 2001-03-27 2001-03-29 2001-04-01 2001-04-02 2001-04-06 2001-04-07 2001-04-11 2001-04-21 2001-04-26 2001-05-02 2001-05-03 2001-05-06 2001-05-07 2001-05-08 2001-05-10 2001-05-12 2001-05-13 2001-05-16 2001-05-18 2001-05-19 2001-05-20 2001-05-25 2001-05-26 2001-05-27 2001-05-29 2001-06-01 2001-06-03 2001-06-04 2001-06-05 2001-06-06 2001-06-07 2001-06-08 2001-06-10 2001-06-11 2001-06-12 2001-06-13 2001-06-14 2001-06-16 2001-06-17 2001-06-18 2001-06-20 2001-06-22 2001-06-23 2001-06-24 2001-06-25 2001-06-27 2001-06-28 2001-06-29 2001-06-30 2001-07-01 2001-07-03 2001-07-06 2001-07-10 2001-07-12 2001-07-14 2001-07-15 2001-07-17 2001-07-19 2001-07-21 2001-07-23 2001-07-24 2001-07-25 2001-07-26 2001-07-28 2001-07-29 2001-07-30 2001-08-01 2001-08-02 2001-08-04 2001-08-06 2001-08-07 2001-08-08 2001-08-09 2001-08-10 2001-08-11 2001-08-12 2001-08-13 2001-08-14 2001-08-18 2001-08-23 2001-08-26 2001-08-28 2001-08-29 2001-08-30 2001-09-02 2001-09-03 2001-09-07 2001-09-08 2001-09-09 2001-09-10 2001-09-11 2001-09-12 2001-09-14 2001-09-17 2001-09-18 2001-09-20 2001-09-21 2001-09-28 2001-09-29 2001-09-30 2001-10-01 2001-10-02 2001-10-03 2001-10-04 2001-10-05 2001-10-07 2001-10-08 2001-10-09 2001-10-10 2001-10-11 2001-10-14 2001-10-18 2001-10-19 2001-10-20 2001-10-21 2001-10-24 2001-10-26 2001-10-27 2001-10-28 2001-10-29 2001-10-30 2001-10-31 2001-11-02 2001-11-05 2001-11-06 2001-11-09 2001-11-11 2001-11-16 2001-11-19 2001-11-20 2001-11-21 2001-11-24 2001-11-29 2001-11-30 2001-12-01 2001-12-02 2001-12-04 2001-12-06 2001-12-07 2001-12-08 2001-12-09 2001-12-12 2001-12-13 2001-12-14 2001-12-15 2001-12-18 2001-12-23 2001-12-25 2001-12-26 2001-12-28 2001-12-29 2001-12-31 2002-01-01 2002-01-02 2002-01-03 2002-01-05 2002-01-06 2002-01-07 2002-01-10 2002-01-11 2002-01-12 2002-01-13 2002-01-14 2002-01-16 2002-01-17 2002-01-18 2002-01-19 2002-01-20 2002-01-21 2002-01-22 2002-01-23 2002-01-25 2002-01-27 2002-01-28 2002-01-29 2002-01-31 2002-02-01 2002-02-03 2002-02-07 2002-02-08 2002-02-09 2002-02-10 2002-02-11 2002-02-13 2002-02-14 2002-02-15 2002-02-17 2002-02-20 2002-02-21 2002-02-22 2002-02-23 2002-02-24 2002-02-25 2002-02-27 2002-02-28 2002-03-02 2002-03-03 2002-03-04 2002-03-05 2002-03-06 2002-03-09 2002-03-11 2002-03-13 2002-03-14 2002-03-15 2002-03-16 2002-03-17 2002-03-18 2002-03-19 2002-03-20 2002-03-21 2002-03-23 2002-03-24 2002-03-26 2002-03-27 2002-03-28 2002-03-29 2002-03-31 2002-04-01 2002-04-03 2002-04-06 2002-04-07 2002-04-08 2002-04-09 2002-04-13 2002-04-14 2002-04-15 2002-04-16 2002-04-19 2002-04-21 2002-04-22 2002-04-23 2002-04-24 2002-04-25 2002-04-26 2002-04-27 2002-04-29 2002-05-01 2002-05-03 2002-05-06 2002-05-08 2002-05-10 2002-05-11 2002-05-13 2002-05-14 2002-05-15 2002-05-19 2002-05-24 2002-05-25 2002-05-28 2002-06-03 2002-06-04 2002-06-05 2002-06-06 2002-06-07 2002-06-08 2002-06-09 2002-06-10 2002-06-14 2002-06-20 2002-06-21 2002-06-23 2002-06-24 2002-06-25 2002-06-28 2002-06-29 2002-06-30 2002-07-01 2002-07-04 2002-07-05 2002-07-06 2002-07-07 2002-07-08 2002-07-12 2002-07-13 2002-07-15 2002-07-16 2002-07-18 2002-07-19 2002-07-23 2002-07-24 2002-07-26 2002-07-27 2002-07-29 2002-07-30 2002-07-31 2002-08-01 2002-08-02 2002-08-03 2002-08-05 2002-08-06 2002-08-07 2002-08-08 2002-08-09 2002-08-10 2002-08-13 2002-08-14 2002-08-15 2002-08-16 2002-08-18 2002-08-19 2002-08-20 2002-08-21 2002-08-23 2002-08-24 2002-08-26 2002-08-27 2002-08-29 2002-09-01 2002-09-02 2002-09-04 2002-09-06 2002-09-07 2002-09-08 2002-09-09 2002-09-10 2002-09-12 2002-09-13 2002-09-14 2002-09-17 2002-09-19 2002-09-21 2002-09-22 2002-09-24 2002-09-25 2002-09-26 2002-09-29 2002-09-30 2002-10-04 2002-10-05 2002-10-06 2002-10-07 2002-10-08 2002-10-10 2002-10-12 2002-10-14 2002-10-15 2002-10-17 2002-10-18 2002-10-27 2002-10-28 2002-10-29 2002-10-31 2002-11-01 2002-11-04 2002-11-05 2002-11-06 2002-11-09 2002-11-11 2002-11-15 2002-11-16 2002-11-17 2002-11-18 2002-11-22 2002-11-23 2002-11-24 2002-11-25 2002-11-26 2002-11-30 2002-12-02 2002-12-03 2002-12-05 2002-12-06 2002-12-07 2002-12-08 2002-12-10 2002-12-12 2002-12-13 2002-12-14 2002-12-15 2002-12-17 2002-12-18 2002-12-20 2002-12-21 2002-12-23 2002-12-25 2002-12-26 2002-12-29 2002-12-30 2002-12-31 2003-01-01 2003-01-02 2003-01-03 2003-01-04 2003-01-05 2003-01-07 2003-01-11 2003-01-12 2003-01-13 2003-01-14 2003-01-15 2003-01-18 2003-01-19 2003-01-23 2003-01-24 2003-01-26 2003-01-28 2003-01-29 2003-01-31 2003-02-01 2003-02-02 2003-02-03 2003-02-06 2003-02-07 2003-02-08 2003-02-09 2003-02-10 2003-02-11 2003-02-14 2003-02-15 2003-02-16 2003-02-17 2003-02-18 2003-02-21 2003-02-22 2003-02-23 2003-02-24 2003-02-25 2003-03-02 2003-03-03 2003-03-04 2003-03-05 2003-03-07 2003-03-08 2003-03-09 2003-03-12 2003-03-13 2003-03-14 2003-03-15 2003-03-16 2003-03-17 2003-03-18 2003-03-21 2003-03-23 2003-03-24 2003-03-25 2003-03-26 2003-03-28 2003-03-29 2003-03-30 2003-04-01 2003-04-03 2003-04-04 2003-04-05 2003-04-07 2003-04-08 2003-04-09 2003-04-10 2003-04-11 2003-04-12 2003-04-13 2003-04-14 2003-04-15 2003-04-17 2003-04-19 2003-04-20 2003-04-21 2003-04-22 2003-04-23 2003-04-24 2003-04-25 2003-04-26 2003-04-27 2003-04-28 2003-04-29 2003-04-30 2003-05-01 2003-05-02 2003-05-03 2003-05-05 2003-05-06 2003-05-07 2003-05-08 2003-05-13 2003-05-14 2003-05-15 2003-05-18 2003-05-19 2003-05-21 2003-05-22 2003-05-23 2003-05-26 2003-05-27 2003-05-28 2003-05-29 2003-05-31 2003-06-01 2003-06-02 2003-06-03 2003-06-04 2003-06-05 2003-06-07 2003-06-08 2003-06-12 2003-06-13 2003-06-14 2003-06-15 2003-06-16 2003-06-19 2003-06-20 2003-06-23 2003-06-24 2003-06-25 2003-06-27 2003-06-30 2003-07-01 2003-07-02 2003-07-03 2003-07-04 2003-07-06 2003-07-07 2003-07-08 2003-07-10 2003-07-11 2003-07-14 2003-07-15 2003-07-16 2003-07-18 2003-07-20 2003-07-21 2003-07-23 2003-07-26 2003-07-27 2003-07-28 2003-07-31 2003-08-01 2003-08-02 2003-08-03 2003-08-04 2003-08-05 2003-08-06 2003-08-09 2003-08-10 2003-08-11 2003-08-13 2003-08-14 2003-08-15 2003-08-17 2003-08-18 2003-08-21 2003-08-23 2003-08-24 2003-08-25 2003-08-26 2003-08-28 2003-08-30 2003-08-31 2003-09-01 2003-09-02 2003-09-03 2003-09-04 2003-09-05 2003-09-06 2003-09-08 2003-09-09 2003-09-10 2003-09-11 2003-09-12 2003-09-13 2003-09-14 2003-09-15 2003-09-16 2003-09-17 2003-09-18 2003-09-20 2003-09-21 2003-09-24 2003-09-25 2003-09-27 2003-09-29 2003-10-01 2003-10-04 2003-10-05 2003-10-06 2003-10-07 2003-10-09 2003-10-11 2003-10-13 2003-10-14 2003-10-15 2003-10-17 2003-10-19 2003-10-22 2003-10-23 2003-10-24 2003-10-25 2003-10-29 2003-10-31 2003-11-03 2003-11-04 2003-11-07 2003-11-08 2003-11-10 2003-11-11 2003-11-12 2003-11-14 2003-11-15 2003-11-16 2003-11-19 2003-11-20 2003-11-21 2003-11-24 2003-11-28 2003-11-29 2003-11-30 2003-12-01 2003-12-04 2003-12-05 2003-12-07 2003-12-09 2003-12-10 2003-12-11 2003-12-12 2003-12-14 2003-12-16 2003-12-17 2003-12-21 2003-12-27 2003-12-28 2003-12-29 2003-12-31 2004-01-02 2004-01-03 2004-01-05 2004-01-07 2004-01-10 2004-01-14 2004-01-15 2004-01-16 2004-01-17 2004-01-18 2004-01-20 2004-01-21 2004-01-23 2004-01-26 2004-01-27 2004-01-28 2004-01-29 2004-01-31 2004-02-02 2004-02-03 2004-02-04 2004-02-05 2004-02-08 2004-02-09 2004-02-10 2004-02-12 2004-02-17 2004-02-19 2004-02-20 2004-02-21 2004-02-23 2004-02-26 2004-02-27 2004-02-28 2004-03-03 2004-03-04 2004-03-07 2004-03-10 2004-03-11 2004-03-12 2004-03-13 2004-03-14 2004-03-15 2004-03-18 2004-03-19 2004-03-20 2004-03-21 2004-03-22 2004-03-23 2004-03-24 2004-03-25 2004-03-26 2004-03-28 2004-03-30 2004-04-01 2004-04-02 2004-04-03 2004-04-04 2004-04-06 2004-04-11 2004-04-12 2004-04-15 2004-04-16 2004-04-17 2004-04-20 2004-04-21 2004-04-24 2004-04-25 2004-04-26 2004-04-27 2004-04-28 2004-04-30 2004-05-04 2004-05-20 2004-05-22 2004-05-24 2004-05-31 2004-06-01 2004-06-06 2004-06-16 2004-07-01 2004-07-02 2004-08-01 2004-08-03 2004-08-22 2004-09-01 2004-09-02 2004-09-03 2004-09-06 2004-10-03 2004-10-04 2004-11-01 2004-11-03 2004-12-01 2009-10-17 Date of Survey Date of Survey Date of Survey Date of Survey Date of Survey 1203 2009-11-09 2009-11-20 2009-11-09 2009-11-10 2009-11-11 2009-11-14 2009-11-16 2009-11-17 2009-11-18 2009-11-19 2009-11-20 Exact Age in Years Exact Age in Years Exact Age in Years Exact Age in Years Exact Age in Years 1197 6 0.0821 11.173 Student age in years (rounded, computed) Student age in years (rounded, computed) Student age in years (rounded, computed) Student age in years (rounded, computed) Student age in years (rounded, computed) 1197 6 0.0821 11 1203 2 3 Letters Correct Per Minute Letters Correct Per Minute Letters Correct Per Minute Letters Correct Per Minute Letters Correct Per Minute 1166 37 130.435 Sounds Correct Per Minute Sounds Correct Per Minute Sounds Correct Per Minute Sounds Correct Per Minute Sounds Correct Per Minute 958 245 89 Sight Words Correct Per Minute Sight Words Correct Per Minute Sight Words Correct Per Minute Sight Words Correct Per Minute Sight Words Correct Per Minute 1053 150 103.448 Invented Words Correct Per Minute Invented Words Correct Per Minute Invented Words Correct Per Minute Invented Words Correct Per Minute Invented Words Correct Per Minute 1023 180 1 66.667 Connected Words Correct Per Minute Connected Words Correct Per Minute Connected Words Correct Per Minute Connected Words Correct Per Minute Connected Words Correct Per Minute 1034 169 147.5