Pedagogy versus School Readiness : The Impact of a Randomized Reading Instruction Intervention and Community-Based Playgroup Intervention on Early Grade Reading Outcomes in Tonga
Identifying cost-effective interventions to improve early literacy is vital to developing countries, given the importance of early literacy for an individual's future education outcomes and subsequent human capital formation. This paper presen...
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| Format: | Working Paper |
| Language: | English en_US |
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World Bank, Washington, DC
2017
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| Online Access: | http://documents.worldbank.org/curated/en/651771484764766333/Pedagogy-versus-school-readiness-the-impact-of-a-randomized-reading-instruction-intervention-and-community-based-playgroup-intervention-on-early-grade-reading-outcomes-in-Tonga http://hdl.handle.net/10986/25953 |
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okr-10986-259532021-06-08T14:42:47Z Pedagogy versus School Readiness : The Impact of a Randomized Reading Instruction Intervention and Community-Based Playgroup Intervention on Early Grade Reading Outcomes in Tonga Macdonald, Kevin Brinkman, Sally Jarvie, Wendy Machuca-Sierra, Myrna McDonall, Kris Messaoud-Galusi, Souhila Tapueluelu, Siosiana Vu, Binh Thanh early literacy early childhood development primary education reading Identifying cost-effective interventions to improve early literacy is vital to developing countries, given the importance of early literacy for an individual's future education outcomes and subsequent human capital formation. This paper presents the impact on early grade reading outcomes of two low-cost randomized interventions in Tonga: a reading instruction intervention and a community play-based activity intervention. The first intervention aims to improve early grade reading outcomes specifically; estimated impacts are approximately 0.3 standard deviation, although in some reading domains impacts are substantial, ranging from 0.6 to 0.7 standard deviation. The second intervention aims to improve school readiness and subsequently early grade reading outcomes, by providing communities with support to establish a community play-based activity. Using an instrumental variables approach, the play-based activity demonstrates positive impacts of around 0.2 standard deviation in many but not all reading domains. For the domains where a statistically significant impact is measured, the community play-based activity intervention is as at least as cost effective as the reading instruction intervention. The play-based activity intervention is shown to improve test scores by 0.21 to 0.47 standard deviation per US$100, depending on the reading test domain. The reading instruction intervention improves test scores by 0.08 to 0.34 standard deviation per US$100. These findings contribute further evidence on the effectiveness of reading instruction interventions, and possibly the first estimates of the impact of play group–type interventions on primary school reading outcomes. 2017-01-30T18:01:04Z 2017-01-30T18:01:04Z 2017-01 Working Paper http://documents.worldbank.org/curated/en/651771484764766333/Pedagogy-versus-school-readiness-the-impact-of-a-randomized-reading-instruction-intervention-and-community-based-playgroup-intervention-on-early-grade-reading-outcomes-in-Tonga http://hdl.handle.net/10986/25953 English en_US Policy Research Working Paper;No. 7944 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Policy Research Working Paper East Asia and Pacific Tonga |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
early literacy early childhood development primary education reading |
| spellingShingle |
early literacy early childhood development primary education reading Macdonald, Kevin Brinkman, Sally Jarvie, Wendy Machuca-Sierra, Myrna McDonall, Kris Messaoud-Galusi, Souhila Tapueluelu, Siosiana Vu, Binh Thanh Pedagogy versus School Readiness : The Impact of a Randomized Reading Instruction Intervention and Community-Based Playgroup Intervention on Early Grade Reading Outcomes in Tonga |
| geographic_facet |
East Asia and Pacific Tonga |
| relation |
Policy Research Working Paper;No. 7944 |
| description |
Identifying cost-effective
interventions to improve early literacy is vital to
developing countries, given the importance of early literacy
for an individual's future education outcomes and
subsequent human capital formation. This paper presents the
impact on early grade reading outcomes of two low-cost
randomized interventions in Tonga: a reading instruction
intervention and a community play-based activity
intervention. The first intervention aims to improve early
grade reading outcomes specifically; estimated impacts are
approximately 0.3 standard deviation, although in some
reading domains impacts are substantial, ranging from 0.6 to
0.7 standard deviation. The second intervention aims to
improve school readiness and subsequently early grade
reading outcomes, by providing communities with support to
establish a community play-based activity. Using an
instrumental variables approach, the play-based activity
demonstrates positive impacts of around 0.2 standard
deviation in many but not all reading domains. For the
domains where a statistically significant impact is
measured, the community play-based activity intervention is
as at least as cost effective as the reading instruction
intervention. The play-based activity intervention is shown
to improve test scores by 0.21 to 0.47 standard deviation
per US$100, depending on the reading test domain. The
reading instruction intervention improves test scores by
0.08 to 0.34 standard deviation per US$100. These findings
contribute further evidence on the effectiveness of reading
instruction interventions, and possibly the first estimates
of the impact of play group–type interventions on primary
school reading outcomes. |
| format |
Working Paper |
| author |
Macdonald, Kevin Brinkman, Sally Jarvie, Wendy Machuca-Sierra, Myrna McDonall, Kris Messaoud-Galusi, Souhila Tapueluelu, Siosiana Vu, Binh Thanh |
| author_facet |
Macdonald, Kevin Brinkman, Sally Jarvie, Wendy Machuca-Sierra, Myrna McDonall, Kris Messaoud-Galusi, Souhila Tapueluelu, Siosiana Vu, Binh Thanh |
| author_sort |
Macdonald, Kevin |
| title |
Pedagogy versus School Readiness : The Impact of a Randomized Reading Instruction Intervention and Community-Based Playgroup Intervention on Early Grade Reading Outcomes in Tonga |
| title_short |
Pedagogy versus School Readiness : The Impact of a Randomized Reading Instruction Intervention and Community-Based Playgroup Intervention on Early Grade Reading Outcomes in Tonga |
| title_full |
Pedagogy versus School Readiness : The Impact of a Randomized Reading Instruction Intervention and Community-Based Playgroup Intervention on Early Grade Reading Outcomes in Tonga |
| title_fullStr |
Pedagogy versus School Readiness : The Impact of a Randomized Reading Instruction Intervention and Community-Based Playgroup Intervention on Early Grade Reading Outcomes in Tonga |
| title_full_unstemmed |
Pedagogy versus School Readiness : The Impact of a Randomized Reading Instruction Intervention and Community-Based Playgroup Intervention on Early Grade Reading Outcomes in Tonga |
| title_sort |
pedagogy versus school readiness : the impact of a randomized reading instruction intervention and community-based playgroup intervention on early grade reading outcomes in tonga |
| publisher |
World Bank, Washington, DC |
| publishDate |
2017 |
| url |
http://documents.worldbank.org/curated/en/651771484764766333/Pedagogy-versus-school-readiness-the-impact-of-a-randomized-reading-instruction-intervention-and-community-based-playgroup-intervention-on-early-grade-reading-outcomes-in-Tonga http://hdl.handle.net/10986/25953 |
| _version_ |
1764460572604104704 |