"Teaching to Teach" Literacy. CEP Discussion Paper No. 1425

Autor/inn/en	Machin, Stephen; McNally, Sandra; Viarengo, Martina
Institution	London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP)
Titel	"Teaching to Teach" Literacy. CEP Discussion Paper No. 1425
Quelle	(2016), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2042-2695
Schlagwörter	Literacy; Teaching Methods; Literacy Education; Reading Instruction; Phonics; Children; Educational Policy; Age Differences; Reading Difficulties; Comparative Analysis; Foreign Countries; School Districts; Reading Programs; Elementary School Students; Communication Skills; Language Skills; Reading Skills; Experimental Groups; Control Groups; Regression (Statistics); United Kingdom (England) + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Child; Kind; Kinder; Politics of education; Bildungspolitik; Age; Difference; Age difference; Altersunterschied; Reading difficulty; Leseschwierigkeit; Ausland; School district; Schulbezirk; Kommunikationsstil; Language skill; Sprachkompetenz; Reading skill; Lesefertigkeit; Regression; Regressionsanalyse
Abstract	Significant numbers of people have very low levels of literacy in many OECD countries and, because of this, face significant labour market penalties. Despite this, it remains unclear what teaching strategies are most useful for actually rectifying literacy deficiencies. The subject remains hugely controversial amongst educationalists and has seldom been studied by economists. Research evidence from part of Scotland prompted a national change in the policy guidance given to schools in England in the mid-2000s about how children are taught to read. We conceptualise this as a shock to the education production function that affects the technology of teaching. In particular, there was phasing in of intensive support to some schools across Local Authorities: teachers were trained to use a new phonics approach. We use this staggered introduction of intensive support to estimate the effect of the new "teaching technology" on children's educational attainment. We find there to be effects of the teaching technology ("synthetic phonics") at age 5 and 7. However, by the age of 11, other children have caught up and there are no average effects. There are long-term effects only for those children with a higher initial propensity to struggle with reading. An appendix contains the following tables: (1) Communication, Language and Literacy at Age 5; (2) Local Authorities in Treatment and Control Groups; (3) Heterogeneity in Estimated Treatment Effects by Non-Native Speaker Status and Free School Meals Eligibility--Different Cohorts for the EDRp v Control; (4) Age 11 Results With and Without Imputation; (5) Heterogeneity in Estimated Treatment Effects by Language Type (i.e. Latin Script v Non-Latin Script) and Free School Meals Eligibility; (6) Heterogeneous Effects for Boys and Girls; (7) Heterogeneity by Subject; and (8) Heterogeneity by Subject: Threshold Effects. [Support was provided by the British Academy and the Royal Society in the framework of the Newton International Fellowship.] (As Provided).
Anmerkungen	Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/2/04