Research Insights: Can Training and Coaching Teachers and the Provision of Structured Materials Improve Early Literacy among First-Grade Students?
Peer Reviewed
Date issued
December 2022
Publication
Subject
Teacher Education;
Teacher;
Standard Deviation;
Children;
Foundational Skills;
Educational Institution;
Skills;
Professionalization;
Learning;
Gender
JEL code
I20 - Education and Research Institutions: General;
H52 - Government Expenditures and Education;
O15 - Human Resources • Human Development • Income Distribution • Migration
Country
Colombia
Category
Catalogs and Brochures
A one-year teacher professional development program was effective at improving students literacy skills by the end of first grade (0.39 of a standard deviation in overall literacy proficiency). Literacy gains persisted through the second and third grades, even though teachers in those grades were not part of the program. Gains were homogeneous across students of different characteristics such as gender, socioeconomic status, and initial levels of literacy skills.
