Abstract
This study analyzes the effects of teaching practices on the educational achievements of elementary school students. Using unique student-level test score data and controlling for school fixed effects, we estimate the impact of a linguistic activity, which is an activity to promote logical thinking through linguistic communication, in a classroom on reading and mathematics test scores of sixth-grade students in primary schools. We find that linguistic activities improve students reading and mathematics test scores and that their impacts are substantial. We find no statistically significant difference in the effects of these activities across class sizes and cram schooling status of students. These findings indicate that linguistic activities are effective for all students in various home and school environments.
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