ERIC Number: EJ1217615
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
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.
Descriptors: Instructional Effectiveness, Phonics, Elementary School Students, Language Tests, Socioeconomic Status, Portuguese, Foreign Countries, Pilot Projects, Teaching Methods, Goal Orientation, Constructivism (Learning), School Effectiveness, Performance Factors, Grade 1, Grade 5, Institutional Characteristics, Reading Instruction, Writing Instruction, State Programs, Public Schools, School Districts, Outcomes of Education, Mathematics Achievement, Children, Elementary Schools, Achievement Tests, Emergent Literacy, Language Skills, School Administration
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Grade 1; Primary Education; Grade 5; Intermediate Grades; Middle Schools
Authoring Institution: N/A
Identifiers - Location: Brazil