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Using a Factorial Design to Maximize the Effectiveness of a Parental Text Messaging Intervention

Parental text messaging interventions are growing in popularity to encourage at-home reading, school-attendance, and other educational behaviors. These interventions, which often combine multiple components, frequently demonstrate varying amounts of effectiveness, and researchers often cannot determine how individual components work alone or in combination with one another. Using a 2x2x3 factorial experiment, we investigate the effects of individual and interacted components from three behavioral levers to support summer reading: providing updated, personalized information; emphasizing different reading views; and goal setting. We find that the personalized information condition scored 0.03 SD higher on fall reading assessments. Test score effects were enhanced by messages that emphasized reading being useful for both entertainment and building skills compared to skill building alone or entertainment alone.

Keywords
factorial design, literacy, parental text messaging, experimental design
Education level
Document Object Identifier (DOI)
10.26300/86na-3y47

EdWorkingPaper suggested citation:

Asher, Catherine Armstrong, Ethan Scherer, and James S. Kim. (). Using a Factorial Design to Maximize the Effectiveness of a Parental Text Messaging Intervention. (EdWorkingPaper: -305). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/86na-3y47

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