ERIC Number: EJ1223737
Record Type: Journal
Publication Date: 2019
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0270-2711
EISSN: N/A
An Investigation of the Summer Learning Effect on Fourth Grade Students' Reading Scores
Reading Psychology, v40 n5 p465-490 2019
Students' reading losses during the summer are a concern for schools in the United States. The purpose of this investigation was to examine fourth grade students' (N = 5,113) reading development over the summer. The results indicated that students in the lowest two quartiles made achievement gains over summer while these same students evidenced limited reading growth throughout the academic year. In contrast, students in the upper two quartiles evidenced reading losses over summer, although evidencing continuous reading growth throughout the school year. The findings support the need for further investigation of the effects of summer on reading achievement.
Descriptors: Summer Programs, Reading Programs, Reading Instruction, Reading Achievement, Grade 4, Elementary School Students, Achievement Gains, Program Effectiveness, Individual Characteristics, Socioeconomic Status, Reading Tests, Scores
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A