全球智库信息集成服务系统(G2TT): Does Reading During the Summer Build Reading Skills? Evidence from a Randomized Experiment in 463 Classrooms

G2TT

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.