ERIC Number: ED530568
Record Type: Non-Journal
Publication Date: 2012
Reference Count: 16
A Meta-Analysis of K-8 Summer Reading Interventions: The Role of Socioeconomic Status in Explaining Variation in Treatment Effects
Kim, James S.; Quinn, David M.
Society for Research on Educational Effectiveness
The purpose of this meta-analytic review is twofold. First, the authors estimate the impact of K-8 summer literacy interventions on reading achievement. They measure reading achievement using a composite outcome and specific measures of word reading and fluency, vocabulary, and comprehension. Second, they examine the moderating role of the socioeconomic characteristics of the sample on a composite reading outcome and reading comprehension. Although there is a growing literature on the negative impact of summer vacation on low-income children's reading achievement, little is known about the moderating role of children's socioeconomic status on the effects of interventions. This review updates a comprehensive meta-analysis of summer school and also extends prior work by including interventions that take place in the home setting.
Descriptors: Reading Achievement, Summer Schools, Reading Comprehension, Reading Fluency, Vocabulary, Socioeconomic Status, Intervention, Reading Instruction, Instructional Effectiveness, Low Income Groups, Disadvantaged Youth, Meta Analysis, Elementary Education
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Publication Type: Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: Society for Research on Educational Effectiveness (SREE)