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Fostering the Language Skills of Children from Low-educated Families: An Ex-Ante Experimental Evaluation of a Parental Book Reading Intervention
- Carlo BARONE (Professor at Sciences-Po, OSC-LIEPP)
- Denis FOUGERE (Research Director at CNRS, Co-Director of the Educational Policies Research Group)
- Agnès van ZANTEN (Research Director at CNRS, Co-Director of the Educational Policies Research Group)
- Clément PIN (Doctor of sociology, Research assistant at the LIEPP, Sciences Po)
- Géraldine COMORETTO (Research assistant at the LIEPP, Sciences Po)
- Karine MARTEL (Lecturer, University of Caen)
- Nathalie Marec Breton (Lecturer, University of Rennes)
- Académie de Paris (School district of the city of Paris)
- Publishing houses: Gallimard Jeunesse and Turbulences Presse
This project obtained funding from LIEPP through the 2016 and 2017 calls for proposals.
Background: According to the 2011 PIRLS study on student literacy, French children in primary schools display low levels of reading skills. Moreover, socio-economic inequalities in reading skills are particularly strong in France. This project develops an intervention to foster the language skills of socially disadvantaged toddlers by encouraging their parents to read them storybooks. We assess the impact of this intervention using a randomized controlled trial.
The intervention: The project involves two rounds of experimentation (school years 2016-2017 and 2017-2018). In both years, the intervention involves children aged 4 attending the pre-primary schools of the 18th, 19th and 20th arrondissements (city districts) of the city of Paris. We target the REP/REP+ schools, which display a high concentration of disadvantaged children. The intervention comprises four main actions: a) each family receives one book per week; b) the parents receive a short phone-call which present the intervention and motivates the beneficial effects of book reading for the children; c) parents receive a brochure every week for the first two months of the intervention with tips and suggestions for an effective and enjoyable reading; d) in the 3rd and 4th month some text messages are sent to each family as reminders of the main messages of the phone calls and brochures. Overall, this is an intensive, but low-cost and easy-to-scale intervention. The first year of the intervention lasted approximately 4 months, while the second year will last 6 months and will focus more on dialogic reading.
Evaluation protocol: within each of the 22 schools involved in the project (N=944), some classes are randomly assigned to the intervention, and the others are assigned to a waiting list for the next school year. We test the frequency of parental book reading and the vocabulary skills of children of the experimental and control group before and after the intervention.
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