The first paper examines the effects of reading to infants on various measures of language development. Using propensity score matching and a nationally-representative sample of infants, I find significant effects of increased days of parent-child reading on the language development of children not growing up in poverty, but no effects on children growing up in poverty. This finding suggests that increased frequency of current parent-child reading practices for all children would not reduce preschool achievement gaps, and further research into why reading frequency is not as effective for children in poverty is needed.For example, for students reclassified in 4l grade, the effect of reclassification one year later (when these students were in 5th grade) was 2.38 points on the CST- ELA (see final column of Table 6). However, some of the aquot;ELaquot; students theanbsp;...
|Title||:||Essays on the Effectiveness of Policies and Practices for Reducing Cognitive Gaps Between Linguistic Groups and Socioeconomic Groups|
|Publisher||:||ProQuest - 2009|