ERIC Number: EJ1180023
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Effects of a Summer Reading Intervention on Reading Skills for Low-Income Black and Hispanic Students in Elementary School
Beach, Kristen D.; McIntyre, Ellen; Philippakos, Zoi A.; Mraz, Maryann; Pilonieta, Paola; Vintinner, Jean P.
Reading & Writing Quarterly, v34 n3 p263-280 2018
We evaluated the effects of a summer reading intervention with a sample of low-income Black and Hispanic students who were struggling readers. In the summer before their 2nd- or 3rd-grade school year, 14 rising 2nd graders and 18 rising 3rd graders received 15 hr of a scripted, explicit phonics-based program in dyads from credentialed elementary school teachers. Students completed pre- and posttest measures of decoding, sight word reading, and reading fluency. Results indicated significant growth on most reading measures for rising 3rd graders. The school district also provided reading fluency and composite measures of reading for the intervention students and for a comparison sample of students who did not receive the intervention. There were few significant effects of the intervention between groups, but effect sizes on composite scores were meaningful and favored the intervention group. We discuss implications for providing summer reading support to students similar to the sample.
Descriptors: Elementary School Students, Grade 2, Grade 3, Low Income Students, Minority Group Students, African American Students, Hispanic American Students, Summer Programs, Reading Programs, Intervention, Program Effectiveness, Outcomes of Education, Reading Skills, Reading Improvement, Reading Tests, Pretests Posttests, Decoding (Reading), Sight Method, Reading Fluency, Reading Comprehension, Phonemes, Oral Reading, Accuracy, Comparative Analysis, Emergent Literacy, Multivariate Analysis, Teacher Workshops
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)