NotesFAQContact Us
Search Tips
ERIC Number: ED120712
Record Type: RIE
Publication Date: 1975
Pages: 123
Abstractor: N/A
School-Year and Summer Reading Growth of Minority and Non-Minority Children in Albuquerque, New Mexico.
Frieder-Vierra, Andrea
This study investigated whether summer vacation accounts for more of the reading achievement gap between minority and non-minority children than does the school year. To test for the summer effect, the reading subtests of the Comprehensive Tests of Basic Skills were administered to approximately 1,200 fifth-grade children in 15 public schools in Albuquerque, New Mexico. Ethnic, income, and residential data were also collected. Results indicated that summer does not account for more of the reading gap between minority and non-minority children; in fact, the gap closed during the summer and widened during the school year. Residence is the most effective variable in this context. Three calendar-year learning patterns emerged. The first involves substantial school-year loss offset by summer gain. The second involves moderate school-year gain offset by summer loss. The third involves excellent school-year gain and no summer loss. These patterns are described in terms of barrio and non-barrio Chicano children in different income groups. The results of this study were also compared to the results of three previous related studies. The comparisons and results are discussed. (Author/TS)
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-7957, MF$7.50, Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, The University of New Mexico