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

 



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This CEPR READS Lab study tested how the design of family text messaging campaigns influences reading engagement and achievement during the summer months. Using a randomized design, families received different combinations of messages that varied by personalization, reading emphasis (skill-building vs. enjoyment), and goal-setting prompts. Results showed that **personalized messages**—especially those combining both skill-building and enjoyment—significantly increased student reading app use and improved fall test scores. In contrast, generic messages were less effective and sometimes negatively impacted performance, underscoring that message content, framing, and tone are key to effective family engagement.

*Read more about the READS Lab at* [*readslab.org/research.*](https://readslab.org/research)



 

 

 See also:- [ Research and Reports ](/resource-type/research-report)
- [ Data Analyst ](/audience/data-analyst)
- [ Parent ](/audience/parent)
- [ Researcher ](/audience/researcher)
- [ Reading Instruction ](/focus-areas/reading-instruction)
- [ MORE (Model of Reading Engagement)/READS Lab ](/projects/more-model-reading-engagement)
- [ 2022 ](/year/2022)
- [ K12 ](/sector/k12)