The role of parents in
the early formation of human capital is an important topic, but largely
unresolved in the educational economy. When children with low SES levels don't
have high parental acceptance rates, policy makers may wonder whether (and how)
schools, or other outside interventions, should try to compensate for this.
This article applies this question to the issue. Some literature suggests that
the sense of reading for more is developed among high SES children, who seem to
be the result of home environment and attitudes toward books and reading, while
the same children tend to have higher reading abilities. Based on controlled
experiments, they measure a very intensive and formalized impact after school
interventions aimed at conveying to first-graders a sense of reading, in a way
that mimics what happens in some families (reading books, playing with words,
etc.). The data show that the program is able to improve reading tastes, and
change the general attitude of students to school and schoolwork. However,
there is no indication that this translates into higher reading abilities,
either during the program year, or during the next year. Psychological
literature has long argued that children begin to learn to read before starting
primary school, mostly through interaction with their parents.
If this assumption is
correct, the results may be interpreted as reflecting that parental support at
age 6 can not act as a substitute for parental support from birth to age 6.
Parental support at 6 years of age may help to develop a child's appetite for
reading at they begin to learn to read, but experiments show that relatively
late appetite (read) like this is not necessarily followed by capacity building
to learn how to read. Overall, we can not exclude that there are some
complementary forms of reading pleasure and learning ability of atage 6,
however, if any, it doesn't seem strong enough to make reading pleasure a
relevant path to improve reading performance. Another reason why such intensive
after class intervention is meaningless is that it comes with a reduction in
the amount of aid given to students at school, by teachers, after class.
Annisa Masnasuri Kesai
16611069
Article
Annisa Masnasuri Kesai
16611069
Article
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