Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/234669 
Erscheinungsjahr: 
2019
Schriftenreihe/Nr.: 
IDB Working Paper Series No. IDB-WP-01067
Verlag: 
Inter-American Development Bank (IDB), Washington, DC
Zusammenfassung: 
This paper assesses the effectiveness of an intervention aimed at improving the reading skills of struggling third-grade students in Colombia. In a series of randomized experiments, students participated in remedial tutorials conducted during school hours in small groups. Trained teachers used structured pedagogical materials that can be easily scaled up. Informed by the outcomes of each cohort, we fine-tuned the intervention tools for each subsequent cohort. We found positive and persistent impacts on literacy scores and positive spillovers on some mathematics scores. The effectiveness of the program grew over time, likely because of higher dosage and the fine-tuning of materials.
Schlagwörter: 
Remedial education
Literacy
Colombia
Sequential experimentation
JEL: 
C93
I21
J24
O15
Persistent Identifier der Erstveröffentlichung: 
Creative-Commons-Lizenz: 
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Dokumentart: 
Working Paper

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