Improving Reading at Scale in Buenos Aires

Overview

This study evaluated the effectiveness of Aprendo Leyendo, a structured literacy program, by comparing reading outcomes of first- and second-grade students in intervention schools with those receiving business-as-usual instruction in control schools. Teachers in intervention schools received 40 hours of professional development and ongoing coaching support over two school years. Student reading performance was assessed at multiple time points using standardized Spanish-language literacy measures to examine growth over time. The study was conducted in 15 schools in Buenos Aires, Argentina.

The overarching goal of the present study was to carry out a longitudinal observation of the effects of an evidence-based teacher training program (see below for details) and corresponding teacher and student instructional materials on foundational literacy outcomes. The investigators conducted four assessments of literacy and literacy-related skills over the span of two years in schools in the province of Buenos Aires, Argentina. The investigators evaluated the early reading skills of children whose teachers were trained in the program and had Aprendo Leyendo's instructional materials, and compared their performance and evolution with the skills of children whose teachers were not trained in the program and did not have the instructional materials. In addition, individual differences in the children's reading growth were assessed with a limited set of predictors.

Conditions

Interventions

Eligibility

Locations (1)

Outcomes