Medidas educativas de refuerzo en lectoescriturael caso del programa de Ayuda a la Dislexia en la Comunidad de Madrid
- Sevilla, Almudena
- Cuevas-Ruiz, Pilar 1
- Rello, Luz 2
- Sanz, Ismael 3
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1
University College London
info
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2
IE Business School
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IE Business School
Madrid, España
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3
Universidad Rey Juan Carlos
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ISSN: 0210-2633
Argitalpen urtea: 2021
Zenbakien izenburua: La evaluación de las políticas públicas en España: recursos, metodologías y algunos ejemplos
Zenbakia: 102
Orrialdeak: 221-245
Mota: Artikulua
Beste argitalpen batzuk: Cuadernos económicos de ICE
Laburpena
In this article, we evaluate the Dyslexia Aid program of the Community of Madrid in the 2018-2019 academic year, aimed at primary school students with reading and writing difficulties. Theprogram consists of two tools: a) a test to check students who have literacy difficulties and b) upto 42,000 exercises on a digital platform to work and reinforce these skills. 7.55 % (n = 1,022) ofthe students had reading and writing difficulties. The results of the analysis show that there is nocorrelation between the participation of the school in the program and the performance of thestudents at these schools in the external and standardized tests of Mathematics and Language, butthere is in the case of English. When disaggregating the results by gender, a strong and positiveassociation of the Dyslexia Help project is observed for girls in Language arts and English (and,as one might expect, not so much in Mathematics), while for boys it is only significant in English.However, schools that participate in this intervention have better results and students from ahigher socio-economic background. The different characteristics of the schools could explaintheir participation, which was voluntary, in the Dyslexia Aid program. The future line of researchproposes to exploit through a differences-in-differences analysis that there has been a new callfor the program in the 2021-2022 academic year, in which new schools have been incorporated.
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