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Erscheinungsjahr: 
2024
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 17322
Verlag: 
Institute of Labor Economics (IZA), Bonn
Zusammenfassung: 
Reading skills are crucial for academic success and long-term educational attainment. However, children from disadvantaged backgrounds read less than their more privileged peers. This study assesses the impact of a randomized reading intervention conducted in Germany targeting 11–12-year-olds from low-income households. The intervention involved distributing e-book readers, which provided free access to a large digital library of age-appropriate books, directly to the children's homes. Our results show that the intervention led to increased reading engagement among the children, which in turn improved their academic performance, particularly in reading comprehension and math. Additionally, we observe positive effects on their socio-emotional well-being.
Schlagwörter: 
randomized controlled trial
low socioeconomic status
reading comprehension
early education
JEL: 
C93
I20
I24
Dokumentart: 
Working Paper

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