Closing the Word Gap with Big Word Club: Evaluating the Impact of a Tech-Based Early Childhood Vocabulary Program

Principal Investigator(s):  View help for Principal Investigator(s) Ariel Kalil, University of Chicago. Harris School of Public Policy; Susan Mayer, University of Chicago. Harris School of Public Policy; Philip Oreopoulos, University of Toronto; Rohen Shah, University of Chicago

Version:  View help for Version V2

Name File Type Size Last Modified
BWC Codebook.pdf application/pdf 332.6 KB 08/13/2023 05:09:PM
bwc.dta application/x-stata-dta 56.7 KB 08/13/2023 05:09:PM

Project Citation: 

Kalil, Ariel, Mayer, Susan, Oreopoulos, Philip, and Shah, Rohen. Closing the Word Gap with Big Word Club: Evaluating the Impact of a Tech-Based Early Childhood Vocabulary Program. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2023-08-13. https://doi.org/10.3886/E117330V2

Project Description

Summary:  View help for Summary Vocabulary is an important part of literacy skills development, and understanding the effectiveness of various types of programs can help parents, schools, and states decide what to invest in. Programs that use entertainment to engage students to learn (“Edutainment” programs) are popular, but experimental evidence on their effectiveness at teaching vocabulary is sparse. In this paper, we use an RCT to evaluate the effectiveness of a program that uses technology and entertainment to teach vocabulary to children. The program, Big Word Club (BWC), is a web-based platform consisting of animated book videos, dance videos, and music videos intended to help children learn one new word per day. Our field experiment was conducted with 818 Pre-K and Kindergarten students in 47 schools across 3 U.S. states. We randomly assigned schools to a control condition or to use the BWC platform in their curriculum. We find that the program was effective in teaching the vocabulary words that were targeted by the program (0.30 SD) after four months of use. Further, this effect persisted in a follow-up test 2 months later, but only for girls. Treated students also scored higher on a standardized vocabulary assessment (PPVT), but this difference was not statistically significant.
Funding Sources:  View help for Funding Sources The Abdul Latif Jameel Poverty Action Lab

Scope of Project

Subject Terms:  View help for Subject Terms Education; Kindergarten; Preschool; Vocabulary
Geographic Coverage:  View help for Geographic Coverage United States
Time Period(s):  View help for Time Period(s) 2017 – 2018


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Published Versions

V2 [2023-08-13]

V1 [2020-01-21]

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