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Pedagogy versus school readiness : the impact of a randomized reading instruction intervention and community-based playgroup intervention on early grade reading outcomes in Tonga (Inglês)

: Identifying cost-effective interventions to improve early literacy is vital to developing countries, given the importance of early literacy for an individual's future education outcomes and subsequent human capital formation. This paper presents the impact on early grade reading outcomes of two low-cost randomized interventions in Tonga: a reading instruction intervention and a community play-based activity intervention. The first intervention aims to improve early grade reading outcomes specifically; estimated impacts are approximately 0.3 standard deviation, although in some reading domains impacts are substantial, ranging from 0.6 to 0.7 standard deviation. The second intervention aims to improve school readiness and subsequently early grade reading outcomes, by providing communities with support to establish a community play-based activity. Using an instrumental variables approach, the play-based activity demonstrates positive impacts of around 0.2 standard deviation in many but not all reading domains. For the domains where a statistically significant impact is measured, the community play-based activity intervention is as at least as cost effective as the reading instruction intervention. The play-based activity intervention is shown to improve test scores by 0.21 to 0.47 standard deviation per US$100, depending on the reading test domain. The reading instruction intervention improves test scores by 0.08 to 0.34 standard deviation per US$100. These findings contribute further evidence on the effectiveness of reading instruction interventions, and possibly the first estimates of the impact of play group–type interventions on primary school reading outcomes.

Detalhes

  • Autor

    Macdonald,Kevin Alan David, Brinkman,Sally Anne, Jarvie,Wendy, Machuca-Sierra,Myrna, Mcdonall,Kristen Andrew, Messaoud-Galusi,Souhila, Tapueluelu,Siosiana, Vu,Binh Thanh

  • Data do documento

    2017/01/18

  • No. do relatório

    WPS7944

  • Nº do volume

    1

  • Total Volume(s)

    1

  • País

    Tonga,

  • Região

    Leste Asiático e Pacífico,

  • Data de divulgação

    2017/01/18

  • Disclosure Status

    Disclosed

  • Nome do documento

    Pedagogy versus school readiness : the impact of a randomized reading instruction intervention and community-based playgroup intervention on early grade reading outcomes in Tonga

  • Palavras-chave

    standard deviation;reading outcome;quality early childhood education;sociology of education;higher level of education;children's needs;school readiness;early grade;single grade class;community intervention;early literacy;scientific research literature;early child development;high school dropout;linear regression model;human capital formation;treatment group;children at home;Learning and Innovation Credit;degree of clarity;returns to schooling;years of schooling;primary school participation;diffusion of technology;primary school teacher;early childhood intervention;impact evaluation design;community social capital;prevalence of overweight;standard normal distribution;cohorts of child;monte carlo simulation;performance in mathematics;randomized clinical trials;propensity score matching;intimate partner violence;growth and development;reading instruction;positive impact;reading skill;children of ages;reading fluency;young child;test score;instrumental variable;gender difference;estimation method;longitudinal study;causal impact;future education;Child Health;reading score;background variable;standard error;national institute;scientific study;physical development;estimate impact;primary care;linear function;primary schooling;basic reading;selection bias;household characteristic;school environment;national academy;community level;community base;exclusion restriction;school year;Gender Gap;basic skill;play group;life course;Health Service;causal effect;data limitation;historical analysis;sexual behavior;school student;reading achievement;cohort study;social support;Early Education;gender relation;educational psychology;cultural right;parental involvement;clinical research;linguistic diversity;human rights;survey sampling;complementary feeding;literacy outcome;preschool child;reading comprehension;weighting scheme;writing system;research priority;community treatment;general practice;young people;academic publishers;population level;public health;systematic pattern;reading difficulty;heart catheterization;educational outcome;school psychology;school day;family partnership;small sample;remote community;credible evidence;education outcome;medical evaluation;reading level;development policy;open access;cost-effective intervention;Student Assessment;small school;independent variable;baseline survey;school level;leaving school;estimation equation;individual productivity;cognitive development;future learning;opportunity cost;negative value;supervision cost;government staff;school entry;family home;learning activity;development partner;early stimulation;instructional technique;schooling system;international research;pedagogical approach;emotional support;school ownership;parenting skill;language skill;learning opportunity;community volunteer;Research Support;volunteer facilitators;learning competency;young students;lifelong learning;education official;reading ability;minority child;national literacy;reading competence;medical research;cognitive neuroscience;community-based approaches;education provider;

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