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ERIC Number: EJ1131513
Record Type: Journal
Publication Date: 2015
Pages: 23
Abstractor: As Provided
ISSN: EISSN-2380-0860
Keys to Reducing Summer Regression: The Reader, Routine, and Relationship
Blanton, Morgan V.
Journal of Organizational and Educational Leadership, v1 n1 Article 2 2015
This study utilized mixed-methods, quasi-experimental design to investigate the impact of parent development and home-based summer reading on summer reading regression (as measured by oral reading fluency) at three Title I elementary schools in North Carolina. Title I parents and students participated in a parent development and communicated throughout the summer. Quantitative and qualitative methods (QUAN-qual) were used to collect and analyze data in order to answer four research questions related to the parent development seminar and reading routines. Quantitative data were collected using a pretest/posttest, reading logs, contact logs, and questionnaires. Qualitative data were collected from the questionnaire responses, parent contact logs, and reading logs. Based on the results of this study, the researcher identified three keys to reducing summer regression: the reader, routine, and relationship.
School of Education at Gardner-Webb University. P.O. Box 7304, Bolling Springs, NC 28017. Tel: 704-406-4295; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina
Grant or Contract Numbers: N/A