Delayed Effects of a Low-Cost and Large-Scale Summer Reading Intervention on Elementary School Children’s Reading Comprehension.
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CitationKim, James S., Jonathan Guryan, Thomas G. White, David M. Quinn, Lauren Capotosto and Helen Chen Kingston. 2016. Delayed Effects of a Low-Cost and Large-Scale Summer Reading Intervention on Elementary School Children’s Reading Comprehension. Journal of Research on Educational Effectiveness.
AbstractTo improve the reading comprehension outcomes of children in high poverty schools, policymakers need to identify reading interventions that show promise of effectiveness at scale. This study evaluated the effectiveness of a low-cost and large-scale summer reading intervention that provided comprehension lessons at the end of the school year and stimulated home-based summer reading routines with narrative and informational books. We conducted a randomized controlled trial involving 59 elementary schools, 463 classrooms, and 6,383 second and third graders and examined outcomes on the North Carolina End-of-Grade (EOG) reading comprehension test administered nine months after the intervention, in the children’s third- or fourth-grade year. We found that on this delayed outcome, the treatment had a statistically significant impact on children’s reading comprehension, improving performance by .04 SD (standard deviation) overall and .05 SD in high poverty schools. We also found, in estimates from an instrumental variables analysis, that children’s participation in home-based summer book reading routines improved reading comprehension. The cost-effectiveness ratio for the intervention compared favorably to existing compensatory education programs that target high poverty schools.
Citable link to this pagehttp://nrs.harvard.edu/urn-3:HUL.InstRepos:28269321
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