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ERIC Number: ED530568
Record Type: Non-Journal
Publication Date: 2012
Pages: 8
Abstractor: ERIC
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.
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)