PT  - JOURNAL ARTICLE
AU  - Doss, Christopher
AU  - Fahle, Erin M.
AU  - Loeb, Susanna
AU  - York, Benjamin N.
TI  - More than Just a Nudge: Supporting Kindergarten Parents with Differentiated and Personalized Text-Messages
AID  - 10.3368/jhr.54.3.0317-8637R
DP  - 2018 Jan 04
TA  - Journal of Human Resources
PG  - 0317-8637R
4099  - http://jhr.uwpress.org/content/early/2018/01/03/jhr.54.3.0317-8637R.short
4100  - http://jhr.uwpress.org/content/early/2018/01/03/jhr.54.3.0317-8637R.full
AB  - Recent studies show that texting-based interventions can produce educational benefits in children across a range of ages. We study effects of a text-based program for parents of kindergarten children, distinguishing a general program from one adding differentiation and personalization based on each child’s developmental level. Children in the differentiated and personalized program were 63 percent more likely to read at a higher level (p<0.001) compared to the general group; and their parents reported engaging more in literacy activities. Effects were driven by children further from average levels of baseline development indicating that the effects likely stemmed from text content.