Knowledge and Communication

Lasting Effects of Promoting Literacy - Do When and How to Learn Matter?

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This paper analyzes the lasting impacts of a project aimed at teaching children how to read and write at age 6. Using a Difference-in-Differences methodology, the results show that it is not enough to get children literate at age 6 to secure lasting effects; the instruction process is also an important factor: Only pupils exposed to the Phonics method were able to perform better than controls in a Language exam four years later. The results are robust for a large set of time-varying control variables, including the socioeconomic status of the children, the main variable associated with school performance.
Bibliographic citation: Hirata, Guilherme; Rocha e Oliveira, Paulo, "Lasting Effects of Promoting Literacy - Do When and How to Learn Matter?", Education Economics, Vol. 27, No. 4, 2019, pp 339 - 357

Reference: 10.1080/09645292.2019.1597020 (DOI)
Date: 07/2019
Author(s): Hirata, Guilherme; Rocha e Oliveira, Paulo
Document type: Article in Journal (refereed)
Languages: English