English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

This article estimates, for a sample of 1,777 Syrian refugee children, theimpact on basic reading assessments of attending a remedial support program inLebanon that was infused with social and emotional learning practices. We useflexible methods that capitalize on advantages of both machine learning andBayesian inferential frameworks to leverage the information available inunderstudied contexts and help account for the problem of self-selection.Average treatment effects were estimated both using multiply imputed data anddata from outcome-respondents only. We do not find conclusive evidence for aneffect on one of the reading measures studied (ASER). However, we provideevidence for positive effects for three, more robust, measures of basic readingoutcomes from the Arabic EGRA assessment. We discuss potential reasons for thedifferences in effects that are relevant for educational research and practice.We also consider the implications for future research of choices related tomeasurement, data collection and processing, and missing data.

The Impact of Attending a Remedial Support Program on Syrian Children's Reading Skills: Using BART for Causal Inference