Effects of an e-reader intervention on literacy, numeracy and non-verbal reasoning among adolescent girls in Zambia: Evidence from a randomised controlled trial
Document Type
Article (peer-reviewed)
Publication Date
9-1-2021
Abstract
This paper presents results from a three-arm randomized controlled trial in Zambia with a sample of nearly 1200 adolescent girls enrolled in Grade 7. Selected primary schools (N=36) were randomly assigned within each of three districts to one of three arms: 1) e-readers, which girls could take home, provided within a safe space group platform plus community engagement activities; 2) safe space groups plus community engagement activities; and 3) control. The intent-to-treat estimates indicate that girls in the e-reader arm scored significantly better on two basic literacy assessments as well as non-verbal reasoning compared with girls in the control arm.
DOI
10.1080/19439342.2021.1953566
Language
English
Recommended Citation
Mensch, Barbara, Nicole Haberland, Erica Soler-Hampejsek, Jean Digitale, Natalie Jackson Hachonda, Nachela Chelwa, Pamela Nyirenda, Erica Chuang, Lisa Polen, Stephanie Psaki, Nkomba Kayeyi, and Michael Mbizvo. 2021. "Effects of an e-reader intervention on literacy, numeracy and non-verbal reasoning among adolescent girls in Zambia: Evidence from a randomised controlled trial," Journal of Development Effectiveness 13(3): 247–275.
Project
GirlsRead! Developing Evidence-Based Approaches to Keep Girls in School