Abstract
Inequality in education begins early. Students who end third grade with low levels of literacy skills tend to remain behind their peers throughout their academic careers. One approach that may support literacy learning is teacher-assigned, classroom-aligned home reading. This approach is particularly important to explore as it does not require substantial investments from under-resourced schools. In this paper, we first ask if a kindergarten literacy curriculum increased teacher assignment of home reading. We find a large increase in teacher-assigned home reading (over 1 standard deviation). Second, we use principal stratification to estimate bounds of the effects of being in a high home-reading classroom. Our results suggest that high home-reading increases passage comprehension skills between 0.03 and 0.11 standard deviations at the end of kindergarten. Overall, this work points to the potential efficiency of improving literacy through teacher-assigned, classroom-aligned daily home reading. This work also demonstrates how data on resources from efficacy trials can be used to explore variation in effects to support iteration and future research to inform practice.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callSimilar Papers
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
