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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 6 of 6 1 Social Origins, Shared Book Reading, and Language Skills in Early Childhood: Evidence from an Information Experiment Fougère, Denis; Barone, Carlo; Pin, Clément In: ISSN: 0266-7215 ; EISSN: 1468-2672 ; European Sociological Review ; https://hal.archives-ouvertes.fr/hal-03480452 ; European Sociological Review, Oxford University Press (OUP), 2021, 37 (1), pp.18-31. ⟨10.1093/esr/jcaa036⟩ ; https://academic.oup.com/esr/article/37/1/18/5934739 (2021) BASE Show details 2 Social Origins, Shared Book Reading, and Language Skills in Early Childhood: Evidence from an Information Experiment Barone, Carlo; Fougère, Denis; Pin, Clément In: ISSN: 0266-7215 ; EISSN: 1468-2672 ; European Sociological Review ; https://hal.archives-ouvertes.fr/hal-03348517 ; European Sociological Review, Oxford University Press (OUP), 2021, 37 (1), pp.18-31. ⟨10.1093/esr/jcaa036⟩ (2021) BASE Show details 3 Social origins, shared book reading and language skills in early childhood. Evidence from an information experiment Barone, Carlo; Fougère, Denis; Pin, Clément In: https://hal-sciencespo.archives-ouvertes.fr/hal-03475379 ; 2019 (2019) Abstract: Shared book reading between parents and children is often regarded as a significant mediator of social inequalities in early skill development processes. We argue that socially biased gaps between parents in access to information about the benefits of this activity for school success contribute to inequalities between children in access to this activity and in their language development. We test this hypothesis with a large-scale field experiment assessing the causal impact of an information intervention targeting parents of pre-schoolers on both the frequency of shared book reading and the receptive vocabulary of children. Results indicate that low-educated parents are more reactive to this information intervention, with significant effects on the language development of their children. We conclude that information barriers on the potential of informal learning activities at home contribute to social inequalities in early childhood, and that removing these barriers is a cost-effective way to reduce these inequalities. Keyword: [SHS.EDU]Humanities and Social Sciences/Education; [SHS.SOCIO]Humanities and Social Sciences/Sociology; early childhood; field experiment; language skills; parental reading URL: https://hal-sciencespo.archives-ouvertes.fr/hal-03475379/file/wp-93-barone-fougere-pin.pdf https://hal-sciencespo.archives-ouvertes.fr/hal-03475379/document https://hal-sciencespo.archives-ouvertes.fr/hal-03475379 BASE Hide details 4 La lecture partagée : un levier pour réduire les inégalités scolaires ? L’évaluation par expérimentation aléatoire d’un dispositif dans des écoles maternelles Barone, Carlo; Fougère, Denis; Pin, Clément In: LIEPP Policy Brief ; https://hal-sciencespo.archives-ouvertes.fr/hal-03541432 ; LIEPP Policy Brief, 2019, 44, pp.1 - 8 (2019) BASE Show details 5 La lecture partagée : un levier pour réduire les inégalités scolaires ? L’évaluation par expérimentation aléatoire d’un dispositif dans des écoles maternelles (Policy Brief, n°44) ... Barone, Carlo; Fougère, Denis; Pin, Clément. - : Sciences Po - LIEPP, 2019 BASE Show details 6 Social origins, shared book reading and language skills in early childhood: evidence from an information experiment BARONE, CARLO; Fougère, Denis; PIN, CLEMENT BASE Show details

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