Addressing Summer Reading Setback among Economically Disadvantaged Elementary Students

Autor/inn/en	Allington, Richard L.; McGill-Franzen, Anne; Camilli, Gregory; Williams, Lunetta; Graff, Jennifer; Zeig, Jacqueline; Zmach, Courtney; Nowak, Rhonda
Titel	Addressing Summer Reading Setback among Economically Disadvantaged Elementary Students
Quelle	In: Reading Psychology, 31 (2010) 5, S.411-427 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
Schlagwörter	Elementary School Students; Neighborhoods; Low Income Groups; Reading Achievement; Economically Disadvantaged; Summer Programs; Disadvantaged Youth; Achievement Gap; Socioeconomic Influences; Program Effectiveness; Effect Size; Books + Suchen Sie Ihr Suchwort? Neighbourhoods; Nachbarschaft; Leseleistung; Sommerkurs; Benachteiligter Jugendlicher; Sozioökonomischer Faktor; Book; Buch; Monographie; Monografie
Abstract	Much research has established the contribution of summer reading setback to the reading achievement gap that is present between children from more and less economically advantaged families. Likewise, summer reading activity, or the lack of it, has been linked to summer setback. Finally, family socioeconomic status has been linked to the access children have to books in their homes and neighborhoods. Thus, in this longitudinal experimental study we tested the hypothesis that providing elementary school students from low-income families with a supply of self-selected trade books would ameliorate summer reading setback. Thus, 852 students from 17 high-poverty schools were randomly selected to receive a supply of self-selected trade books on the final day of school over a 3-year period, and 478 randomly selected students from these same schools received no books and served as the control group. No further effort was provided in this intervention study. Outcomes on the state reading assessment indicated a statistically significant effect (p = 0.015) for providing access to books for summer reading along with a significant (d = 0.14) effect size. Slightly larger effects (d = 0.21) were found when comparing the achievement of the most economically disadvantaged students in the treatment and control groups. (Contains 3 tables and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10