This article examines the effects of two early grade reading interventions in two Arabic-speaking contexts (Egypt and Jordan), developed in partnership with ministries of education. The interventions relied on similar research bases for improving reading instruction in Arabic. In Egypt, the results of a 166-school pilot led to the national scale-up of the Early Grade Reading Program for more than 4 million children in grades 1-3. Informed by Egypt's experience, a demonstration effort in 43 schools led to a national rollout in Jordan's 2,651 public primary schools and the creation of a remediation program. We reflect on the conditions that influenced the pilot and scale-up outcomes given the commitments made to "inclusive and equitable quality education and lifelong learning opportunities for all" under the United Nations Sustainable Development Goals.
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