Improving Reading Skills by Encouraging Children to Read in School: A Randomized Evaluation of the Sa Aklat Sisikat Reading Program in the Philippines
一项为期31天的阅读项目通过提供适龄读物和教师培训，使菲律宾学生阅读成绩提升0.13个标准差，效果在三个月后减弱至0.06个标准差，但未发现对其他学科成绩的溢出效应。
We show that a short-term (31-day) reading program, designed to provide age-appropriate reading material, to train teachers in their use, and to support teachers’ initial efforts for about a month, improves students’ reading skills by 0.13 standard deviations. The effect is still present three months after the program but diminishes to 0.06 standard deviations, probably due to a reduced emphasis on reading after the program. We find that the program also encourages students to read more on their own at home. We find no evidence that improved reading ability improves test scores on other subjects.