Medidas educativas de refuerzo en lectoescriturael caso del programa de Ayuda a la Dislexia en la Comunidad de Madrid

  1. Sevilla, Almudena
  2. Cuevas-Ruiz, Pilar 1
  3. Rello, Luz 2
  4. Sanz, Ismael 3
  1. 1 University College London
    info

    University College London

    Londres, Reino Unido

    ROR https://ror.org/02jx3x895

  2. 2 IE Business School
    info

    IE Business School

    Madrid, España

  3. 3 Universidad Rey Juan Carlos
    info

    Universidad Rey Juan Carlos

    Madrid, España

    ROR https://ror.org/01v5cv687

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Revue:
Cuadernos económicos de ICE

ISSN: 0210-2633

Année de publication: 2021

Titre de la publication: La evaluación de las políticas públicas en España: recursos, metodologías y algunos ejemplos

Número: 102

Pages: 221-245

Type: Article

DOI: 10.32796/CICE.2021.102.7317 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Cuadernos económicos de ICE

Objetivos de desarrollo sostenible

Résumé

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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