Duration Analysis Applied to the Adoption of Knowledge

In the present work, we analyze the adoption of knowledge taking time as the base. We form an endogenous temporal variable by defining it as the time required for certain knowledge to be acquired. Psychopedagogical, pedagogical and social variables are introduced into a hazard rate model applied to the adoption of the reading process. We found empirical evidence rejecting the traditionally accepted significance of certain variables, while auditory discrimination stood out as the most relevant factor in learning to read.