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Reading Scores (reading + score)

Distribution by Scientific Domains

Psychology	50%
Business, Economics, Finance and Accounting	50%

Selected Abstracts

Dynamic treatment effect analysis of TV effects on child cognitive development

JOURNAL OF APPLIED ECONOMETRICS, Issue 3 2010
Fali Huang
We investigate whether TV watching at ages 6,7 and 8,9 affects cognitive development measured by math and reading scores at ages 8,9, using a rich childhood longitudinal sample from NLSY79. Dynamic panel data models are estimated to handle the unobserved child-specific factor, endogeneity of TV watching, and dynamic nature of the causal relation. A special emphasis is placed on the last aspect, where TV watching affects cognitive development, which in turn affects future TV watching. When this feedback occurs, it is not straightforward to identify and estimate the TV effect. We develop a two-stage estimation method which can deal with the feedback feature; we also apply the ,standard' econometric panel data approaches. Overall, for math score at ages 8,9, we find that watching TV during ages 6,7 and 8,9 has a negative total effect, mostly due to a large negative effect of TV watching at the younger ages 6,7. For reading score, there is evidence that watching no more than 2 hours of TV per day has a positive effect, whereas the effect is negative outside this range. In both cases, however, the effect magnitudes are economically small. Copyright © 2010 John Wiley & Sons, Ltd. [source]

Computer-based training with ortho-phonological units in dyslexic children: new investigations

DYSLEXIA, Issue 3 2009
Jean Ecalle
Abstract This study aims to show that training using a computer game incorporating an audio-visual phoneme discrimination task with phonological units, presented simultaneously with orthographic units, might improve literacy skills. Two experiments were conducted, one in secondary schools with dyslexic children (Experiment 1) and the other in a speech-therapy clinic with individual case studies (Experiment 2). A classical pre-test, training, post-test design was used. The main findings indicated an improvement in reading scores after short intensive training (10,h) in Experiment 1 and progress in the reading and spelling scores obtained by the dyslexic children (training for 8,h) in Experiment 2. These results are discussed within the frameworks of both the speech-specific deficit theory of dyslexia and the connectionist models of reading development. Copyright © 2008 John Wiley & Sons, Ltd. [source]

Dynamic treatment effect analysis of TV effects on child cognitive development

Biological, social, and community influences on third-grade reading levels of minority Head Start children: A multilevel approach

JOURNAL OF COMMUNITY PSYCHOLOGY, Issue 3 2003
Virginia A. Rauh
The purpose of the study was to determine the impact of individual and community level risks on school outcomes of children who attend Head Start. We studied a sample of 3,693 African American and Hispanic children who had been born in New York City, participated in Head Start, and attended New York City public schools. The outcome was the score obtained on a citywide third-grade reading test. Individual level risk factors were derived from birth certificate data. Community level risks were extracted from citywide U.S. Census data and other public-access data sets. Multilevel regression analyses indicated that at the individual level, lower reading scores were significantly associated with: male gender, low birth weight, unmarried mother, low maternal education, and inadequate interpregnancy spacing. Controlling for individual-level risk, concentrated community poverty significantly lowered reading scores, and a high percentage of immigrants in the community significantly raised scores. There was also a significant crosslevel effect: boys benefited more than girls from the immigrant community effect. The evidence suggests that we can better identify children at future educational risk and maximize the success of early intervention programs by exploring influences on school success at multiple levels, including the community. © 2003 Wiley Periodicals, Inc. J Comm Psychol 31: 255,278, 2003. [source]

Does whole-school reform boost student performance?

JOURNAL OF POLICY ANALYSIS AND MANAGEMENT, Issue 1 2005
The case of New York City
Thousands of schools around the country have implemented whole-school reform programs to boost student performance. This paper uses quasi-experimental methods to estimate the impact of whole-school reform on students' reading performance in New York City, where various reform programs were adopted in dozens of troubled elementary schools in the mid-1990s. This paper complements studies based on random assignment by examining a broad-based reform effort and explicitly accounting for implementation quality. Two popular reform programs,the School Development Program and Success for All,were not found to significantly increase reading scores but might have been if they had been fully implemented. The More Effective Schools program was found to boost reading scores, but this effect seems to disappear when the program "trainers" leave the school. © 2005 by the Association for Public Policy Analysis and Management. [source]