Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

First grade (Education) --- Lerarenopleiding --- Reading (Primary) --- (vak)didactiek talen.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This groundbreaking study on the psycholinguistics of spelling presents the author's original empirical research on spelling and supplies the theoretical framework necessary to understand how children's ability to write is related to their ability to speak a language. The author explores areas in a field dominated by work traditionally concerned with the psychodynamics of reading skills and, in so doing, highlights the importance of learning to spell for both psycholinguists and educators, since as they begin to spell, children attempt to represent the phonological, or sound form, of words.

Orthography --- Didactics of English --- English language --- First grade (Education) --- Orthography and spelling --- Study and teaching (Primary) --- First grade (Education). --- Study and teaching (Primary). --- Psycholinguistics. --- Language, Psychology of --- Language and languages --- Psychology of language --- Speech --- Linguistics --- Psychology --- Thought and thinking --- Study and teaching (Elementary) --- Psychological aspects --- Education, Primary --- Germanic languages

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Evaluations of educational programs commonly assume that what children learn persists over time. The authors compare learning in Pakistani public and private schools using dynamic panel methods that account for three key empirical challenges to widely used value-added models: imperfect persistence, unobserved student heterogeneity, and measurement error. Their estimates suggest that only a fifth to a half of learning persists between grades and that private schools increase average achievement by 0.25 standard deviations each year. In contrast, estimates from commonly used value-added models significantly understate the impact of private schools' on student achievement and/or overstate persistence. These results have implications for program evaluation and value-added accountability system design.

Adults --- Basic education --- Cognitive skills --- Education --- Education for All --- Educational interventions --- Educational outcomes --- Effective Schools and Teachers --- First grade --- Learning --- Level of achievement --- Primary data --- Primary Education --- Private school --- Private schools --- Public school --- Public schools --- Quality teachers --- School counterparts --- School education --- Schooling --- Secondary Education --- Student achievement --- Teacher --- Teachers --- Tertiary Education

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This paper aims to identify the major drop-out and push-out factors that lead to school abandonment in an urban surrounding-the shantytowns of Fortaleza, Northeast Brazil. The authors use an extensive survey addressing risk factors faced by the population in these neighborhoods, which cover both in-school and out-of-school youth of both genders. They focus on the role of early parenthood, child labor, and poverty in pushing teenagers out of school. The potential endogeneity of some of the determinants is dealt with in the empirical analysis. The authors take advantage of the rich set of variables available and apply an instrumental variables approach. Early parenthood is instrumented with the age declared by the youngsters as the ideal age to start having sexual relationships. Work is instrumented using the declared reservation wage (minimum salary acceptable to work). Results indicate that early parenthood has a strong impact of driving teenagers out of school. Extreme poverty is another factor lowering school attendance, as children who have suffered hunger at some point in their lives are less likely to attend school. In this particular urban context, working does not necessarily have a detrimental effect on school attendance, which could be linked to the fact that dropping out of school leads most often to inactivity and not to work.

Adolescent Health --- Birth Rates --- Children and Youth --- Completion Rates --- Disability --- Education --- Education for All --- Elementary Education --- Enrollment Rates --- First Grade --- Grade Repetition --- Health, Nutrition and Population --- High School --- High School Diploma --- Low Educational Attainment --- Population Policies --- Primary Education --- Primary Education System --- School --- School Attendance --- School Day --- School Drop --- School Leavers --- School Year --- Schooling --- Social Protections and Labor --- Street Children --- Tertiary Education --- Universal Enrollment --- Urban Development --- Youth and Government