Reading first literacy program : evidence from a quasi-experimental evaluation in Chile

Abstract

This study evaluates Reading First literacy program that aims to significantly reduce the reading comprehension gap of students from vulnerable contexts in Chile. The program has in its DNA to be scalable at a sustainable cost. The results from a quasi-experimental evaluation (propensity score matching and difference in differences) finds that the program has a positive impact of 0.4 standard deviations (S.D.) on reading comprehension and text production results after 1 year and of 0.37 S.D. after 2 years in management of language results. Students with the program were more likely to have favorable feelings towards reading (pleasure for reading questionnaire). These results show that an expansion of the program is cost-effective and would improve the reading comprehension results in the short term.