ERIC Number: EJ1260407
Record Type: Journal
Publication Date: 2020
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-5698
EISSN: N/A
Preventing Summer Reading Loss for Students in Poverty: A Comparison of Tutoring and Access to Books
Bell, Sherry Mee; Park, Yujeong; Martin, Melissa; Smith, Jamie; McCallum, R. Steve; Smyth, Kelly; Mingo, Maya
Educational Studies, v46 n4 p440-457 2020
The purpose of this study was to determine if reading achievement of students from high-poverty US schools differs as a function of participation in summer tutoring versus access to books. Data from 100 at-risk youth who participated in tutoring (n = 45) or received self-selected books (n = 55) indicated significant gains for students in both groups in contextual reading fluency, gains only for the books group in word reading fluency, and no gains for either group in reading comprehension. Results add modestly to the growing evidence that access to books is a cost-efficient means to address summer reading loss.
Descriptors: Low Income Students, Poverty, Books, Tutoring, Reading Achievement, Student Participation, Summer Programs, At Risk Students, Reading Fluency, Cost Effectiveness, Achievement Gap, Program Effectiveness, Youth Clubs, Children, Early Adolescents, Elementary Schools, Middle School Students, Prevention, Sustained Silent Reading, Access to Information, Disadvantaged Schools
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A