Digging Struggling Students out of the Summer Reading Slump

Autor/inn/en	Albee, Julie Jackson; Smith, Melanie Lea; Arnold, Jill Mayes; Dennis, Larinee Brooks
Titel	Digging Struggling Students out of the Summer Reading Slump
Quelle	In: Reading Teacher, 73 (2019) 3, S.291-299 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1847
Schlagwörter	Reading Difficulties; Intervention; Reading Instruction; Summer Programs; Preschool Children; Elementary School Students; Elementary School Teachers; Disadvantaged Schools; Reading Materials; Program Implementation; Reading Programs; Educational Legislation; Elementary Secondary Education; Federal Legislation + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Leseunterricht; Sommerkurs; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	The authors examined the results of a three-year summer intervention, Dig Into Reading, for pre-first-grade through pre-third-grade students. This partnership among university professors, public school Title I teachers, and primary classroom teachers resulted in the development of research-based, copyright-free, replicable summer reading intervention materials. The four-year study involved collecting baseline data in year 1, then implementing the program, which progressed from sending 100 bags home with struggling pre-first-grade readers in year 2 to adding 100 bags for pre-second graders in year 3 (100 pre-first-grade and 100 pre-second-grade bags) and adding pre-third graders in year 4 (100 pre-first-grade, 100 pre-second-grade, and 100 pre-third-grade bags). The results of the Dig Into Reading intervention showed that participating students retained at least 30%-67% more reading ability based on reading level than did students in the baseline group who did not participate. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01