Lasting effects of promoting literacy – do when and how to learn matter?

Guilherme Hirata and P. Rocha e Oliveira

Education Economics, 2019, vol. 27, issue 4, 339-357

Abstract: This paper analyzes the lasting impacts of a project aimed at teaching children how to read and write at age 6. Using a Difference-in-Differences methodology, the results show that it is not enough to get children literate at age 6 to secure lasting effects; the instruction process is also an important factor: Only pupils exposed to the Phonics method were able to perform better than controls in a Language exam four years later. The results are robust for a large set of time-varying control variables, including the socioeconomic status of the children, the main variable associated with school performance.

Date: 2019
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DOI: 10.1080/09645292.2019.1597020

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