Since this was year one of our three yearlong reading program, the focus
was on developing students’ ability to quickly decode words using
phonics, as well as identify high frequency words in order to improve
basic reading fluency and accuracy.
The structural components of ERP are listed below:
We worked with grades V and VI in year one.
We worked with all four mediums- Hindi, English, Marathi and
ERP sessions were transmitted twice a week by subject experts
working for RE.
Every grade in every medium received, on average, 52 sessions
in the entire academic year. A total of 812 sessions were
delivered in the whole year across all grades and mediums.
Each session was 30 minutes long.
Sessions were observed by RE coaches to ensure that feedback is
continuously incorporated into lesson design and learnings are
A two-day teacher training for 340 MCGM teachers was
conducted at the beginning of the year so that they understand
their role as facilitators in the classroom, while the VC session is
To measure impact, beginning and end-of-year assessments
were conducted, with a control4 and sample5 group of 592
students each (total students assessed = 1184).
A monitoring and support team from STF visited schools every
week to build relationships and get feedback, record technical
problems that are reported back to MCGM and support teachers
with activity sheets, etc.