This dissertation explores the relationship between social-contextual variables and literacy outcomes in Sierra Leone. To ensure the quality of the review, the assessment tool utilized to measure literacy outcomes, in this case, the Early Grade Reading Assessment (EGRA), will be evaluated for appropriateness, using an examination of descriptive statistics, Rasch methodology, and correlations with social-contextual variables. While the assessment may be of acceptable quality, student reading levels are low. However, despite these low scores, students’ achievement was potentially positively impacted by reading with parents and the language spoken at home and at school
