Evaluation of a Summer Reading Program to Reduce Summer Setback

Autor/inn/en	Johnston, Jessica; Riley, Jessica; Ryan, Carey; Kelly-Vance, Lisa
Titel	Evaluation of a Summer Reading Program to Reduce Summer Setback
Quelle	In: Reading & Writing Quarterly, 31 (2015) 4, S.334-350 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2013.857978
Schlagwörter	Summer Programs; Reading Programs; Program Evaluation; Program Effectiveness; Reading Achievement; Socioeconomic Status; Economically Disadvantaged; Reading Fluency; Reading Comprehension; Reading Strategies; Achievement Gains; Pretests Posttests; Curriculum Based Assessment; Oral Reading; Reading Attitudes; Regression (Statistics); Scores; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Control Groups; Experimental Groups; Cohort Analysis; Statistical Analysis + Suchen Sie Ihr Suchwort? Sommerkurs; Programme evaluation; Programmevaluation; Leseleistung; Socio-economic status; Sozioökonomischer Status; Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; Achievement gain; Leistungssteigerung; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Reading behavior; Rading behaviour; Leseverhalten; Regression; Regressionsanalyse; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Kohortenanalyse; Statistische Analyse
Abstract	Summer setback, which is defined as a decline in academic achievement over the summer months, occurs in many academic areas but seems especially problematic in reading. We assessed students from a midwestern parochial school serving predominantly students from a low--socioeconomic status background for their reading achievement before they left for summer break in the spring and again at the start of the school year in the fall. We observed a significant decline in reading achievement. However, we observed a reduction in the effects of the setback in students who participated in a 3-week summer reading program that incorporated evidence-based reading fluency and comprehension strategies. Participants in the program significantly increased their reading achievement over the course of the summer program and started the school year with percentile ranks in reading that were higher than those at the end of the previous school year. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01