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ERIC Number: EJ1217615
Record Type: Journal
Publication Date: 2019
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0964-5292
Lasting Effects of Promoting Literacy -- Do When and How to Learn Matter?
Hirata, Guilherme; Rocha e Oliveira, P.
Education Economics, v27 n4 p339-357 2019
This paper analyzes the lasting impacts of a project aimed at teaching children how to read and write at age 6. Using a Difference-in-Differences methodology, the results show that it is not enough to get children literate at age 6 to secure lasting effects; the instruction process is also an important factor: Only pupils exposed to the Phonics method were able to perform better than controls in a Language exam four years later. The results are robust for a large set of time-varying control variables, including the socioeconomic status of the children, the main variable associated with school performance.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Grade 1; Primary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Brazil