Can Reading Programs Improve Reading Skills and Academic Performance in Rural China

Abstract In this paper, we examine the relationship between reading programs and the reading skills/academic outcomes of students in rural China. We find that students exhibited poor reading outcomes in the absence of any treatment. However, increased access to independent reading materials coupled with effective teacher training was associated with higher scores on reading scales and standardized math/Chinese language tests. These results likely arise due to changing views of teachers toward independent reading and improved reading instruction. These findings indicate that increasing reading quantity and providing proper reading instruction are important components for reading programs in developing country settings.