Name File Type Size Last Modified
  data 10/13/2019 05:44:AM
LICENSE.txt text/plain 14.6 KB 10/13/2019 01:44:AM

Project Citation: 

Machin, Stephen, McNally, Sandra, and Viarengo, Martina. Replication data for: Changing How Literacy Is Taught: Evidence on Synthetic Phonics. Nashville, TN: American Economic Association [publisher], 2018. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-10-13. https://doi.org/10.3886/E114701V1

Project Description

Summary:  View help for Summary A significant number of people have very low levels of literacy in many OECD countries. This paper studies a national change in policy and practice in England that refocused the teaching of reading around "synthetic phonics." This was a low-cost intervention that targeted the pedagogy of existing teachers. We evaluate the pilot and first phase of the national rollout. While strong initial effects tend to fade out on average, they persist for those with children with a higher initial propensity to struggle with reading. As a result, this program helped narrow the gap between disadvantaged pupils and other groups.

Scope of Project

JEL Classification:  View help for JEL Classification
      I21 Analysis of Education
      I24 Education and Inequality
      I28 Education: Government Policy


Related Publications

Published Versions

Export Metadata

Report a Problem

Found a serious problem with the data, such as disclosure risk or copyrighted content? Let us know.

This material is distributed exactly as it arrived from the data depositor. ICPSR has not checked or processed this material. Users should consult the investigator(s) if further information is desired.