Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/282317 
Year of Publication: 
2024
Series/Report no.: 
GLO Discussion Paper No. 1394
Publisher: 
Global Labor Organization (GLO), Essen
Abstract: 
Many children in primary grades show difficulties with reading fluency, hardly reading text or doing it effortfully and fruitlessly, making intervention programs for struggling readers a priority for researchers and schools. This paper analyzes the results of a reading intervention program for 182 second grade struggling readers from public schools. Students received a multi-component program, including repeated readings, word recognition, morphological analysis, text interpretation, and writing skills. Participants received about fifty 45-minute intervention sessions over the school year. Using a difference-in-differences, quasi-experimental within-group longitudinal design (three-point measurements), we found that the intervention group progressed significantly faster than a classmate control group in all reading outcomes (speed, accuracy, and expressiveness). By the end of the school year, differences between the intervention and control groups in accuracy and expressiveness become small but are still large in reading speed.
Subjects: 
struggling readers
intervention program
reading speed
accuracy
expressiveness
difference-in-differences
JEL: 
I21
I26
Document Type: 
Working Paper

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