Does Reading during the Summer Build Reading Skills? Evidence from a Randomized Experiment in 463 Classrooms. Working Paper 20689

Autor/inn/en	Guryan, Jonathan; Kim, James S.; Quinn, David M.
Institution	National Bureau of Economic Research (NBER)
Titel	Does Reading during the Summer Build Reading Skills? Evidence from a Randomized Experiment in 463 Classrooms. Working Paper 20689
Quelle	(2022) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Reading Skills; Recreational Reading; Summer Programs; Grade 2; Grade 3; Gender Differences; Reading Comprehension; Books; Public Schools; Low Income Students; Achievement Tests; Standardized Tests; Reading Improvement; Reading Interests; Achievement Gap; Program Evaluation; North Carolina; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Häusliche Lektüre; Sommerkurs; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Geschlechterkonflikt; Leseverstehen; Book; Buch; Monographie; Monografie; Public school; Öffentliche Schule; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Leseinteresse; Programme evaluation; Programmevaluation
Abstract	There are large gaps in reading skills by family income among school-aged children in the United States. Correlational evidence suggests that reading skills are strongly related to the amount of reading students do outside of school. Experimental evidence testing whether this relationship is causal is lacking. We report the results from a randomized evaluation of a summer reading program called Project READS, which induces students to read more during the summer by mailing ten books to them, one per week. Simple intent-to-treat estimates show that the program increased reading during the summer, and show significant effects on reading comprehension test scores in the fall for third grade girls but not for third grade boys or second graders of either gender. Analyses that take advantage of within-classroom random assignment and cross-classroom variation in treatment effects show evidence that reading more books generates increases in reading comprehension skills, particularly when students read carefully enough to be able to answer basic questions about the books they read, and particularly for girls. [Metametrics Inc. provided additional support for this report.] (As Provided).
Anmerkungen	National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01