2026-06-01T07:53:05Zhttps://riuma.uma.es/rest/oai/request

oai:riuma.uma.es:10630/393682026-02-03T11:07:39Zcom_10630_2254col_10630_37953

00925njm 22002777a 4500 dc Ladrón de Guevara Rodríguez, Maria author López-Agudo, Luis Alejandro author Marcenaro-Gutiérrez, Óscar David author 2023-10-13 Numerous authors have reported a positive relationship between preschool enrolment and academic performance in later years, even helping to reduce the academic gap existing between students from different socio-economic backgrounds. In this context, this paper goes further by analysing the impact that early childhood education (from 3 to 6 years) has on Spanish boys’ and girls’ reading achievement when they are in fourth grade (10 years). For this purpose, we take advantage of the 2006 Spanish education reform that promoted free second stage preschool education by using data from Progress in International Reading Literacy Study 2011 and 2016 and an instrumental variable approach, in order to get closer to causality than previous literature for Spain. We find that attending preschool has a positive influence on reading achievement, well above the impact found when using simple ordinary least squares estimates, being higher for girls than for boys. Ladrón de Guevara, M., López-Agudo, L. A., Marcenaro-Gutiérrez, O. D. (2024). “Education policy reform and the impact of free preschool education on boys’ and girls’ reading competence”. International Social Science Journal, 74(252), 477-499. https://hdl.handle.net/10630/39368 10.1111/issj.12468 Educación - Modelos matemáticos Política educativa Lectura - Diferencias sexuales Enseñanza preescolar Education policy reform and the impact of free preschool education on boys’ and girls’ reading competence.