Replication data for: Changing How Literacy Is Taught: Evidence on Synthetic Phonics

Principal Investigator(s): View help for Principal Investigator(s) Stephen Machin; Sandra McNally; Martina Viarengo

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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: 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:
      I21 Analysis of Education
      I24 Education and Inequality
      I28 Education: Government Policy

Geographic Coverage: UK, England

Time Period(s): 2003 – 2013

Universe: All pupils in English state schools

Methodology

Data Source: Administrative data from the National Pupil Database

Unit(s) of Observation: Individual,

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Published Versions

V1 [2019-10-13]

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DDI 2.5

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