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ERIC Number: ED574320
Record Type: Non-Journal
Publication Date: 2016-Apr
Pages: 42
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-2042-2695
"Teaching to Teach" Literacy. CEP Discussion Paper No. 1425
Machin, Stephen; McNally, Sandra; Viarengo, Martina
Centre for Economic Performance
Significant numbers of people have very low levels of literacy in many OECD countries and, because of this, face significant labour market penalties. Despite this, it remains unclear what teaching strategies are most useful for actually rectifying literacy deficiencies. The subject remains hugely controversial amongst educationalists and has seldom been studied by economists. Research evidence from part of Scotland prompted a national change in the policy guidance given to schools in England in the mid-2000s about how children are taught to read. We conceptualise this as a shock to the education production function that affects the technology of teaching. In particular, there was phasing in of intensive support to some schools across Local Authorities: teachers were trained to use a new phonics approach. We use this staggered introduction of intensive support to estimate the effect of the new "teaching technology" on children's educational attainment. We find there to be effects of the teaching technology ("synthetic phonics") at age 5 and 7. However, by the age of 11, other children have caught up and there are no average effects. There are long-term effects only for those children with a higher initial propensity to struggle with reading. An appendix contains the following tables: (1) Communication, Language and Literacy at Age 5; (2) Local Authorities in Treatment and Control Groups; (3) Heterogeneity in Estimated Treatment Effects by Non-Native Speaker Status and Free School Meals Eligibility--Different Cohorts for the EDRp v Control; (4) Age 11 Results With and Without Imputation; (5) Heterogeneity in Estimated Treatment Effects by Language Type (i.e. Latin Script v Non-Latin Script) and Free School Meals Eligibility; (6) Heterogeneous Effects for Boys and Girls; (7) Heterogeneity by Subject; and (8) Heterogeneity by Subject: Threshold Effects. [Support was provided by the British Academy and the Royal Society in the framework of the Newton International Fellowship.]
Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk
Publication Type: Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Economic and Social Research Council (England)
Authoring Institution: London School of Economics and Political Science (England), Centre for Economic Performance (CEP)
Identifiers - Location: United Kingdom (England)