The Effects of Participation in the Governor's Early Literacy Foundation Summer Reading Pilot Program on Students' Academic Performance and Reading Motivation

Autor/inn/en	Caro, Iris; Hammond, Ronda; Harrison, Pamela
Titel	The Effects of Participation in the Governor's Early Literacy Foundation Summer Reading Pilot Program on Students' Academic Performance and Reading Motivation
Quelle	(2022), (285 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lipscomb University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-1944-1
Schlagwörter	Hochschulschrift; Dissertation; Summer Programs; Reading Programs; Academic Achievement; Public Schools; Grade 1; Grade 2; Grade 3; Elementary School Students; Elementary School Teachers; Student Participation; Student Attitudes; Teacher Attitudes; Emergent Literacy; Tennessee + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Sommerkurs; Schulleistung; Public school; Öffentliche Schule; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten; Lehrerverhalten; Frühleseunterricht
Abstract	This mixed-methods study was conducted to identify the effects of participation in the Governor's Early Literacy Foundation (GELF) summer pilot reading program on students' academic performance and reading motivation over 2 years. Data from rising first through third-grade students and teachers in 37 public school districts across the state of Tennessee were studied. Researchers analyzed academic performance data from four universal screeners (EasyCBM, iReady, MAP, and AIMSweb) over four test administrations (Winter 2019, Fall 2020, Spring 2021, and Fall 2021). GELF participating students' summer slide was compared to a national sample and a control group. GELF participants' academic performance was analyzed over time. Students' perceptions of their reading motivation were collected over three questionnaires (Fall 2020, Spring 2021, and Fall 2021). A teacher questionnaire, focus groups, and interviews were used to gather teacher perceptions of the impact of the GELF pilot on student achievement and reading motivation. Results varied across screeners and grade levels, however, some GELF participants displayed less summer slide than non-participants, and in some cases, summer learning loss decreased from the COVID slide of 2020 to the summer of 2021. GELF participants' reading motivation improved over time. Qualitative themes included academic performance, access to books, equity, remediation, self-concept as readers, student motivation, support, and value of reading. Teachers reported that the summer pilot supported students reading motivation and academic performance. The findings suggest positive outcomes from providing free, high-interest books to children over the summer to address summer slide and support their literacy development over time. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01