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Elementary Students' Reading Growth Trajectories With and Without a Summer Testing Point in the Model.

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Title: Elementary Students' Reading Growth Trajectories With and Without a Summer Testing Point in the Model.
Authors: Reed, Deborah K.1 (AUTHOR) dreed20@utk.edu, Zhang, Huibin1 (AUTHOR)
Source: Reading Research Quarterly (John Wiley & Sons, Inc.). Oct-Dec2025, Vol. 60 Issue 4, p1-18. 18p.
Subject Terms: *Summer reading programs, *School children, *Literacy, *Educational intervention, *Data analysis
Abstract: Archival data were analyzed with piecewise growth models to determine the seasonal growth of students not reading proficiently who did (treatment students = 144) and did not (control students = 1113) participate in their school district's summer reading program. The rising first‐ through fifth graders (48% female) were predominately White (74%) and economically disadvantaged (79%). Control students tended to exhibit stable or declining spring‐to‐fall performance that was significant only in Grade 2, where a measurement artifact may have influenced results. When including a summer testing point in the models for treatment students, performance tended to be stable or declining while the students were receiving summer instruction but then improved during their subsequent summer‐to‐fall break. Conditional models revealed demographic subgroups had varying patterns of higher or lower growth rates compared to the reference groups, but rarely were these significant. Issues with measurement and implications for planning summer programs are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Elementary Students' Reading Growth Trajectories With and Without a Summer Testing Point in the Model.
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  Data: *<searchLink fieldCode="DE" term="%22Summer+reading+programs%22">Summer reading programs</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink><br />*<searchLink fieldCode="DE" term="%22Data+analysis%22">Data analysis</searchLink>
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  Label: Abstract
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  Data: Archival data were analyzed with piecewise growth models to determine the seasonal growth of students not reading proficiently who did (treatment students = 144) and did not (control students = 1113) participate in their school district's summer reading program. The rising first‐ through fifth graders (48% female) were predominately White (74%) and economically disadvantaged (79%). Control students tended to exhibit stable or declining spring‐to‐fall performance that was significant only in Grade 2, where a measurement artifact may have influenced results. When including a summer testing point in the models for treatment students, performance tended to be stable or declining while the students were receiving summer instruction but then improved during their subsequent summer‐to‐fall break. Conditional models revealed demographic subgroups had varying patterns of higher or lower growth rates compared to the reference groups, but rarely were these significant. Issues with measurement and implications for planning summer programs are discussed. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/rrq.70060
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        Text: English
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      – SubjectFull: Summer reading programs
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      – SubjectFull: School children
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Educational intervention
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      – SubjectFull: Data analysis
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      – TitleFull: Elementary Students' Reading Growth Trajectories With and Without a Summer Testing Point in the Model.
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              Text: Oct-Dec2025
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              Y: 2025
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