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dc.titleImproving Early Literacy through Teacher Professional Development: Experimental Evidence from Colombia
dc.contributor.authorÁlvarez Marinelli, Horacio
dc.contributor.authorBerlinski, Samuel
dc.contributor.authorBusso, Matías
dc.contributor.authorMartínez Correa, Julián
dc.contributor.orgunitDepartment of Research and Chief Economist
dc.date.available2022-10-20T00:10:00
dc.date.issue2022-10-20T00:10:00
dc.description.abstractTeachers are the most fundamental input of students' learning. For this reason, developing teaching skills is a policy priority for most governments around the world. We experimentally evaluate the effectiveness of "Let's All Learn to Read," a one-year professional development program that trained and coached teachers throughout the school year and provided them and their students with structured materials. Following a year of instruction by the trained teachers, students' literacy scores in treated schools grew by 0.386 of a standard deviation compared to students in the control group. These gains persisted through the second and third grades. We also show that an early intervention in rst grade is more cost-effective at improving literacy skills than implementing remediation strategies in third grade.
dc.format.extent31
dc.identifier.doihttp://dx.doi.org/10.18235/0004514
dc.identifier.urlhttps://publications.iadb.org/publications/english/document/Improving-Early-Literacy-through-Teacher-Professional-Development-Experimental-Evidence-from-Colombia.pdf
dc.language.isoen
dc.publisherInter-American Development Bank
dc.subjectEarly Childhood Education
dc.subjectTeacher
dc.subjectEducational Institution
dc.subjectPreschool and Early Childhood Education
dc.subjectProfessionalization
dc.subjectStudent Learning
dc.subjectTeacher-Student Interaction
dc.subjectLearning
dc.subjectSkills
dc.subjectTeacher Education
dc.subjectFoundational Skills
dc.subjectChildren
dc.typeWorking Papers
idb.identifier.pubnumberIDB-WP-01388
idb.operationRG-K1416
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