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A randomized evaluation of a low-cost and highly scripted teaching method to improve basic early grade reading skills in Papua New Guinea (English)

Early grade literacy skills are crucial for children's future education and ultimately their contribution to human capital formation and economic development. A significant challenge in development is identifying low-cost interventions to improve early literacy skills in contexts characterized by varying teacher ability and severe budget constraints. This paper evaluates the impact of Papua New Guinea's randomized Reading Booster Programme, which was conducted in Madang and Western Highlands Province in 2013 and 2014, respectively. The program provided teachers with training on a highly structured teaching method that they could apply one hour per day within the teaching time allocated to reading. Using the randomized assignment of schools into the program, the paper shows that it had a substantial impact on the reading skills targeted by the program for third grade students, ranging from 0.6 to 0.7 standard deviation. Large effects on other reading skills were found for girls but not boys. The program's cost per student was approximately US$60.

Details

  • Author

    Macdonald,Kevin Alan David, Vu,Binh Thanh

  • Document Date

    2018/05/03

  • Document Type

    Policy Research Working Paper

  • Report Number

    WPS8427

  • Volume No

    1

  • Total Volume(s)

    1

  • Country

    Papua New Guinea,

  • Region

    East Asia and Pacific,

  • Disclosure Date

    2018/05/03

  • Disclosure Status

    Disclosed

  • Doc Name

    A randomized evaluation of a low-cost and highly scripted teaching method to improve basic early grade reading skills in Papua New Guinea

  • Keywords

    standard deviation; Massachusetts Institute of Technology; primary gross enrollment ratio; primary net enrollment rate; reading skill; early grade; years of schooling; high school dropout; scientific research literature; returns to schooling; data on student; monte carlo simulation; performance in mathematics; basic literacy skill; sociology of education; intimate partner violence; propensity score matching; randomized clinical trials; adult literacy rate; prevalence of overweight; randomized controlled trials; proportion of female; human capital formation; general education system; literacy and numeracy; Evaluation in Education; language of instruction; diffusion of technology; primary education sector; gross national income; reading fluency; lesson plan; treatment group; reading instruction; reading achievement; test score; elementary school; early literacy; reading comprehension; language instruction; teaching method; longitudinal study; early reading; young child; background variable; basic reading; remote area; medical research; Teachers; primary care; instructional approach; scientific study; national institute; achievement score; reading outcome; baseline data; reading education; Child Health; program consisting; missing data; statistical method; historical analysis; reading competence; writing system; small class; national language; linguistic diversity; educational psychology; school student; skill target; positive value; basic skill; academic publishers; causal effect; program evaluation; public health; integrated education; new guinea; national academy; reading difficulty; preschool child; program impact; development policy; general practice; clinical research; complementary feeding; open access; small population; future learning; instructional time; teacher qualification; education budget; positive impact; robustness check; research theme; future education; children of ages; school level; gender difference; catholic school; special training; small school; official language; international research; early age; reading score; linear function; regional assessment; standard error; sampling method; grade exam; class size; school year; primary enrollment; assessment data; individual productivity; selection bias; sample selection; school psychology; Health Service; heart catheterization; cognitive neuroscience; treatment effect; national literacy; Economic Studies; economic study; minority child

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Citation

Macdonald,Kevin Alan David Vu,Binh Thanh

A randomized evaluation of a low-cost and highly scripted teaching method to improve basic early grade reading skills in Papua New Guinea (English). Policy Research working paper,no. WPS 8427 Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/247501525353958692/A-randomized-evaluation-of-a-low-cost-and-highly-scripted-teaching-method-to-improve-basic-early-grade-reading-skills-in-Papua-New-Guinea