Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/201471
Authors: 
Bøg, Martin
Dietrichson, Jens
Aldenius, Anna
Year of Publication: 
2019
Series/Report no.: 
Working Paper No. 2019:7
Abstract: 
Although reading is a fundamental skill, many students leave school without being proficient readers. We examine a literacy program targeting students most at-risk of reading difficulties in kindergarten and first grade. The program includes multi-sensory learning methods, which focus on phonological awareness and phonics and are delivered in a one-to-one or one-to-two tutoring setting. Using a randomized field experiment with 161 students in 12 Swedish schools, we find large positive effects on our two primary outcomes measures: a standardized test of decoding and a standardized test of letter knowledge. We also find positive effects on measures of phonological awareness and self-efficacy and small and statistically insignificant effects on measures of enjoyment and motivation. The program compares favorably to similar programs in terms of cost-effectiveness.
Subjects: 
phonological awareness
phonics
tutoring
multi-sensory
kindergarten
first grade
Sweden
JEL: 
I00
I20
I24
I3
J24
Z18
Document Type: 
Working Paper

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