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来源类型 | Working Paper |
规范类型 | 报告 |
DOI | 10.3386/w20689 |
来源ID | Working Paper 20689 |
Does Reading During the Summer Build Reading Skills? Evidence from a Randomized Experiment in 463 Classrooms | |
Jonathan Guryan; James S. Kim; David M. Quinn | |
发表日期 | 2014-11-24 |
出版年 | 2014 |
语种 | 英语 |
摘要 | There are large gaps in reading skills by family income among school-aged children in the United States. Correlational evidence suggests that reading skills are strongly related to the amount of reading students do outside of school. Experimental evidence testing whether this relationship is causal is lacking. We report the results from a randomized evaluation of a summer reading program called Project READS, which induces students to read more during the summer by mailing ten books to them, one per week. Simple intent-to-treat estimates show that the program increased reading during the summer, and show significant effects on reading comprehension test scores in the fall for third grade girls but not for third grade boys or second graders of either gender. Analyses that take advantage of within-classroom random assignment and cross-classroom variation in treatment effects show evidence that reading more books generates increases in reading comprehension skills, particularly when students read carefully enough to be able to answer basic questions about the books they read, and particularly for girls. |
主题 | Health, Education, and Welfare ; Education ; Labor Economics ; Labor Supply and Demand |
URL | https://www.nber.org/papers/w20689 |
来源智库 | National Bureau of Economic Research (United States) |
引用统计 | |
资源类型 | 智库出版物 |
条目标识符 | http://119.78.100.153/handle/2XGU8XDN/578363 |
推荐引用方式 GB/T 7714 | Jonathan Guryan,James S. Kim,David M. Quinn. Does Reading During the Summer Build Reading Skills? Evidence from a Randomized Experiment in 463 Classrooms. 2014. |
条目包含的文件 | 条目无相关文件。 |
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