The Early Grade Reading Assessment is a widely recognized and standardized assessment tool employed globally to evaluate foundational reading skills across various languages. The reading crisis in South Africa and worldwide has led to an increased and widespread adoption of EGRA for impact evaluations and for determining the efficacy of current instructional methodologies in educational settings. In this study, the EGRA was administered to Grade One and Grade Two learners in two township schools in Johannesburg, South Africa, to assess the impact of literacy instruction on English First Additional Language (EFAL) learners’ early reading skills. Using the assessment tool, the researchers gained insights and lessons about its application with the target group. Hence, the purpose of this paper is to share the strengths, limitations, and challenges encountered in the use of the EGRA within the linguistically diverse context of South Africa. This paper also shares insights on how the researchers adapted the EGRA to meet the needs of the EFAL learners. The overall findings indicate that the EGRA toolkit is both flexible and suitable for diverse educational contexts, demonstrating its child-centered assessment approach. However, it was also revealed that while the South African Department of Basic Education has modified the EGRA to align with the unique context of South Africa, significant gaps remain, such as the absence of assessment or minimum benchmarks for Grade One EFAL learners. Moreover, the South African EGRA’s exclusion of the letter-name identification subtask raises concerns, given the established correlation between letter-name knowledge and positive reading outcomes. Additionally, the EGRA does not account for external factors influencing learners’ literacy development, including their literacy exposure outside the school context (such as the home environment), learners' attitudes toward reading, and their prior literacy experiences. This study aims to provide valuable insights for national and international researchers and policymakers, facilitating informed decision-making regarding literacy-related policies and enhancing the effectiveness of EGRA tools in diverse educational contexts.

Keywords: Early Grade Reading, foundation phase, English first additional learners, literacy, South Africa.