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Pedagogy versus School Readiness: The Impact of a Randomized Reading Instruction Intervention and Community-Based Playgroup Intervention on Early Grade Reading Outcomes in Tonga

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dc.contributor.authorMacdonald, Kevin
dc.contributor.authorBrinkman, Sally
dc.contributor.authorJarvie, Wendy
dc.contributor.authorMachuca-Sierra, Myrna
dc.contributor.authorMcDonall, Kris
dc.contributor.authorMessaoud-Galusi, Souhila
dc.contributor.authorTapueluelu, Siosiana
dc.contributor.authorVu, Binh Thanh
dc.date.accessioned2017-01-30T18:01:04Z
dc.date.available2017-01-30T18:01:04Z
dc.date.issued2017-01
dc.description.abstractIdentifying 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.en
dc.identifierhttp://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
dc.identifier.doi10.1596/1813-9450-7944
dc.identifier.urihttps://hdl.handle.net/10986/25953
dc.languageEnglish
dc.language.isoen_US
dc.publisherWorld Bank, Washington, DC
dc.relation.ispartofseriesPolicy Research Working Paper;No. 7944
dc.rightsCC BY 3.0 IGO
dc.rights.holderWorld Bank
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/igo
dc.subjectearly literacy
dc.subjectearly childhood development
dc.subjectprimary education
dc.subjectreading
dc.titlePedagogy versus School Readinessen
dc.title.subtitleThe Impact of a Randomized Reading Instruction Intervention and Community-Based Playgroup Intervention on Early Grade Reading Outcomes in Tongaen
dc.typeWorking Paperen
dc.typeDocument de travailfr
dc.typeDocumento de trabajoes
dspace.entity.typePublication
okr.crossref.titlePedagogy versus School Readiness: The Impact of a Randomized Reading Instruction Intervention and Community-Based Playgroup Intervention on Early Grade Reading Outcomes in Tonga
okr.date.disclosure2017-01-18
okr.doctypePublications & Research
okr.doctypePublications & Research::Policy Research Working Paper
okr.docurlhttp://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
okr.guid651771484764766333
okr.identifier.doi10.1596/1813-9450-7944
okr.identifier.externaldocumentum090224b08488fc55_1_0
okr.identifier.internaldocumentum27108509
okr.identifier.reportWPS7944
okr.importedtrue
okr.language.supporteden
okr.pdfurlhttp://documents.worldbank.org/curated/en/651771484764766333/pdf/WPS7944.pdfen
okr.region.administrativeEast Asia and Pacific
okr.region.countryTonga
okr.statistics.combined2209
okr.statistics.dr651771484764766333
okr.statistics.drstats1745
okr.topicEducation::Early Childhood Development
okr.topicEducation::Educational Sciences
okr.topicEducation::Primary Education
okr.unitEducation Global Practice Group
relation.isSeriesOfPublication26e071dc-b0bf-409c-b982-df2970295c87
relation.isSeriesOfPublication.latestForDiscovery26e071dc-b0bf-409c-b982-df2970295c87
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