This insights brief presents findings from a longitudinal study conducted in the Western Cape, tracking children from Grade R to Grade 2. It examines the predictive validity of the ELOM 4&5 and ELOM-R Language and Mathematics assessments, and their relationship to performance on Early Grade Reading (EGRA) and Mathematics (EGMA) Assessments. The study shows how early learning outcomes are linked to later academic performance, offering critical evidence for early identification and support of children at risk of falling behind.
Learning is cumulative. Children who enter formal schooling without strong foundational skills are more likely to experience ongoing academic difficulty. This study provides robust local evidence that early learning assessments can reliably predict later reading and mathematics outcomes, making them powerful tools for early identification, targeted intervention, and more equitable allocation of support in the early years.
Using validated assessments like ELOM 4&5 and ELOM-R strengthens the ability of systems, programmes, and practitioners to act early – before learning gaps become entrenched.
Use this evidence to inform early intervention strategies, programme design, and policy decisions aimed at improving Foundation Phase outcomes.
DOWNLOAD THE FULL INSIGHTS BRIEF HERE
Title: Insights Brief: ELOM 4&5 and ELOM-R Predict Performance on Early Grade Reading and Mathematics Assessments in Grade 2
Authors: Caitlin Buenk and Jürgen Becker (Ax Group), with Andrew Dawes (University of Cape Town)
Published: November 2025
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