Abstract

We show that a short-term (31-day) reading program, designed to provide age-appropriate reading material, to train teachers in their use, and to support teachers’ initial efforts for about a month, improves students’ reading skills by 0.13 standard deviations. The effect is still present three months after the program but diminishes to 0.06 standard deviations, probably due to a reduced emphasis on reading after the program. We find that the program also encourages students to read more on their own at home. We find no evidence that improved reading ability improves test scores on other subjects.

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Additional Information

ISSN
1548-8004
Print ISSN
0022-166X
Pages
pp. 611-633
Launched on MUSE
2014-08-11
Open Access
No
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