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Qlit_4dii - Q4: Literacy group test - question 4 option 'dii'
Qn4dii: Filling in blanks using pictures: than Fatma but________ of the girls is as tall as Chris
Improving learning outcomes and transition to secondary school through community participation and after school support among disadvantaged girls, A pilot study in Nairobi informal settlements
Kenya - APHRC-GEC-2017-1.0
Qlit_4ei - Q4: Literacy group test - question 4 option 'ei'
Qn4ei: Filling in blanks using pictures: Fatma is________ Juliet
Improving learning outcomes and transition to secondary school through community participation and after school support among disadvantaged girls, A pilot study in Nairobi informal settlements
Kenya - APHRC-GEC-2017-1.0
Qlit_4eii - Q4: Literacy group test - question 4 option 'eii'
Qn4eii: Filling in blanks using pictures: and Tom, and Juliet is________ Chris.
Improving learning outcomes and transition to secondary school through community participation and after school support among disadvantaged girls, A pilot study in Nairobi informal settlements
Kenya - APHRC-GEC-2017-1.0
Qlit_4f - Q4: Literacy group test - question 4 option 'f'
Qn4f: Filling in blanks using pictures: There is a girl in front of Tom but there is________ in front of Chris.
Improving learning outcomes and transition to secondary school through community participation and after school support among disadvantaged girls, A pilot study in Nairobi informal settlements
Kenya - APHRC-GEC-2017-1.0
Qlit_4g - Q4: Literacy group test - question 4 option 'g'
Qn4g: Filling in blanks using pictures: Juliet is quite strong but Chris is even ________.
Improving learning outcomes and transition to secondary school through community participation and after school support among disadvantaged girls, A pilot study in Nairobi informal settlements
Kenya - APHRC-GEC-2017-1.0
Qlit_5a - Q5: Literacy group test - question 5 option 'a'
Qn5a: Complete analogies: ________is to smell as tongue is to taste.
Improving learning outcomes and transition to secondary school through community participation and after school support among disadvantaged girls, A pilot study in Nairobi informal settlements
Kenya - APHRC-GEC-2017-1.0
Qlit_5b - Q5: Literacy group test - question 5 option 'b'
Qn5b: Complete analogies: Wrist is to arm as ankle is to ________
Improving learning outcomes and transition to secondary school through community participation and after school support among disadvantaged girls, A pilot study in Nairobi informal settlements
Kenya - APHRC-GEC-2017-1.0
Qlit_5c - Q5: Literacy group test - question 5 option 'c'
Qn5c: Complete analogies: Sheep is to mutton as pig is to ________.
Improving learning outcomes and transition to secondary school through community participation and after school support among disadvantaged girls, A pilot study in Nairobi informal settlements
Kenya - APHRC-GEC-2017-1.0
Qlit_5d - Q5: Literacy group test - question 5 option 'd'
Qn5d: Complete using analogies: Hunger is to ________ as thirst is to drink.
Improving learning outcomes and transition to secondary school through community participation and after school support among disadvantaged girls, A pilot study in Nairobi informal settlements
Kenya - APHRC-GEC-2017-1.0
Qlit_5e - Q5: Literacy group test - question 5 option 'e'
Qn5e: Complete using analogies: Water is to ice as________ is to solid.
Improving learning outcomes and transition to secondary school through community participation and after school support among disadvantaged girls, A pilot study in Nairobi informal settlements
Kenya - APHRC-GEC-2017-1.0
Qlit_5f - Q5: Literacy group test - question 5 option 'f'
Qn5f: Complete using analogies: Hearing is to ears as sight is to ________.
Improving learning outcomes and transition to secondary school through community participation and after school support among disadvantaged girls, A pilot study in Nairobi informal settlements
Kenya - APHRC-GEC-2017-1.0
Qlit_5g - Q5: Literacy group test - question 5 option 'g'
Qn5g: Complete using analogies: Up is to down as ascend is to ________.
Improving learning outcomes and transition to secondary school through community participation and after school support among disadvantaged girls, A pilot study in Nairobi informal settlements
Kenya - APHRC-GEC-2017-1.0
Qlit_5h - Q5: Literacy group test - question 5 option 'h'
Qn5h: Complete using analogies: Washing is to clothes as bathing is to ________.
Improving learning outcomes and transition to secondary school through community participation and after school support among disadvantaged girls, A pilot study in Nairobi informal settlements
Kenya - APHRC-GEC-2017-1.0
Qlit_6a - Q6: Literacy group test - question 6 option 'a'
Qn6a: Giving missing word from conversation: JUMA: I am fine, ______________
Improving learning outcomes and transition to secondary school through community participation and after school support among disadvantaged girls, A pilot study in Nairobi informal settlements
Kenya - APHRC-GEC-2017-1.0
Qlit_6b - Q6: Literacy group test - question 6 option 'b'
Qn6b: Giving missing word from conversation: JUMA: I beg your _____________
Improving learning outcomes and transition to secondary school through community participation and after school support among disadvantaged girls, A pilot study in Nairobi informal settlements
Kenya - APHRC-GEC-2017-1.0
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