ERIC Number: EJ1081210
Record Type: Journal
Publication Date: 2015-Dec
Abstractor: As Provided
Reference Count: 49
Enhancing Youth Outcomes and Organizational Practices through a Camp-Based Reading Program
Garst, Barry A.; Ozier, Lance W.
Journal of Experiential Education, v38 n4 p324-338 Dec 2015
Many children experience summer learning loss during the summer as measured by grade-level equivalents on standardized tests. Camp-based reading programs are a promising strategy to reduce summer learning loss. Situated within a positive youth development (PYD) theoretical approach, this study explored the efficacy of a U.S. camp-based reading program called Explore 30 and examined promising practices for reading interventions in camps as a mechanism for enhancing youth reading outcomes. Youth and director surveys were used to collect quantitative and qualitative data about program impacts. Approximately 70% of participants read for at least 30 min each day. A paired-samples t test found a significant difference (in the positive direction) in feelings about reading from pretest (M = 2.09, SD = 1.20) to posttest (M = 1.89, SD = 1.08), t(590) = 5.96, p < 0.001. Findings suggest that the program was an appropriate model for enhancing camp organizational capacity for summer reading. Implications for practice and recommendations for research are addressed.
Descriptors: Reading Programs, Day Camp Programs, Summer Programs, Youth Programs, Student Development, Program Effectiveness, Intervention, Outcomes of Education, Reading Improvement, Statistical Analysis, Reading Attitudes, Pretests Posttests, Enrichment Activities, Experiential Learning, Reading Achievement, Educational Practices, Hypothesis Testing, Reading Comprehension, Scores, Surveys, Resident Camp Programs
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A