Preventing a Summer Slide in Reading -- The Effects of a Summer School

Autor/inn/en	Nicholson, Tom; Tiru, Shanthi
Titel	Preventing a Summer Slide in Reading -- The Effects of a Summer School
Quelle	In: Australian Journal of Learning Difficulties, 24 (2019) 2, S.109-130 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2019.1635499
Schlagwörter	Summer Schools; Reading Programs; Achievement Gap; Reading Achievement; Tutoring; Phonics; Word Recognition; Reading Comprehension; Program Effectiveness; Spelling; Accuracy; Foreign Countries; Low Income Students; Elementary School Students; Decoding (Reading); Phonemic Awareness; New Zealand; Burt Word Reading Test + Suchen Sie Ihr Suchwort? Summer school; Sommerkurs; Leseleistung; Förderkonzept; Nachhilfeunterricht; Worterkennung; Leseverstehen; Schreibweise; Ausland; Dekodierung; Neuseeland
Abstract	Researchers have found that summer reading loss contributes to the reading achievement gap between low and high socioeconomic (SES) children. This study aimed to examine the effectiveness of a 3-week summer intervention in addressing this slide for 36 low SES children compared with another 36 children in a matched control group from one New Zealand school. The program involved one-to-one tutoring with explicit phonics instruction, high-frequency word-reading practice and application of these skills in reading age-appropriate texts. Results showed that although the mean reading comprehension slide was 5.8 months for both groups, the summer school group had higher word reading scores than the control group. The summer school participants showed improvements in phonological recoding ability, word reading, spelling and passage reading accuracy. These were not sufficient to stop the reading comprehension slide, but the program did make inroads. With further emphasis on comprehension strategies, the achievement gap may narrow. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01