Delayed Effects of a Low-Cost and Large-Scale Summer Reading Intervention on Elementary School Children's Reading Comprehension

Autor/inn/en	Kim, James S.; Guryan, Jonathan; White, Thomas G.; Quinn, David M.; Capotosto, Lauren; Kingston, Helen Chen
Titel	Delayed Effects of a Low-Cost and Large-Scale Summer Reading Intervention on Elementary School Children's Reading Comprehension
Quelle	In: Journal of Research on Educational Effectiveness, 9 (2016), S.1-22 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2016.1164780
Schlagwörter	Cost Effectiveness; Summer Programs; Reading Comprehension; Reading Tests; Elementary School Students; Grade 2; Grade 3; Intervention; Family Environment; Poverty; Program Evaluation; Program Effectiveness; Statistical Analysis; Books; Reading Programs; Student Characteristics; Teacher Education; Randomized Controlled Trials; Achievement Tests; Standardized Tests; North Carolina; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Sommerkurs; Leseverstehen; Lesetest; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Familienmilieu; Armut; Programme evaluation; Programmevaluation; Statistische Analyse; Book; Buch; Monographie; Monografie; Lehrerausbildung; Lehrerbildung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test
Abstract	To improve the reading comprehension outcomes of children in high-poverty schools, policymakers need to identify reading interventions that show promise of effectiveness at scale. This study evaluated the effectiveness of a low-cost and large-scale summer reading intervention that provided comprehension lessons at the end of the school year and stimulated home-based summer reading routines with narrative and informational books. We conducted a randomized controlled trial involving 59 elementary schools, 463 classrooms, and 6,383 second and third graders and examined outcomes on the North Carolina End-of-Grade (EOG) reading comprehension test administered nine months after the intervention, in the children's third- or fourth-grade year. We found that on this delayed outcome, the treatment had a statistically significant impact on children's reading comprehension, improving performance by 0.04 SD (standard deviation) overall and 0.05 SD in high-poverty schools. We also found, in estimates from an instrumental variables analysis, that children's participation in home-based summer book reading routines improved reading comprehension. The cost-effectiveness ratio for the intervention compared favorably to existing compensatory education programs that target high-poverty schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01