Education outside the classroom increases children's reading performance: Results from a one-year quasi-experimental study

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Camilla Roed Otte, Mads Bølling, Matt P Stevenson, Niels Ejbye-Ernst, Glen Nielsen, Peter Bentsen

The use of education outside the classroom (EOtC) in schools is increasing; however, there are currently few studies assessing the longer-term impacts on academic achievement. The aim of the present study was to investigate the association between one school-year of regular (more than 2.0 h a week) participation in EOtC and Danish primary school children's reading performance. We conducted a quasi-experimental study involving 20 EOtC intervention group classes and 10 comparison group parallel classes (Grades 3–6). Children were tested pre- and post-intervention in reading performance. We found that exposure to EOtC had a small positive impact on test scores. The implication that regular EOtC is positively associated with reading performance is discussed.

OriginalsprogEngelsk
TidsskriftInternational Journal of Educational Research
Vol/bind94
Sider (fra-til)42-51
Antal sider10
ISSN0883-0355
DOI
StatusUdgivet - 2019

Bibliografisk note

CURIS 2019 NEXS 117

ID: 216025102