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Leveraging Science to Accelerate Reading Achievement in a Summer Learning Program for Low-Income Children.

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Title: Leveraging Science to Accelerate Reading Achievement in a Summer Learning Program for Low-Income Children.
Authors: Clark, Kathleen F.1 (AUTHOR) kathleen.clark@marquette.edu, McNew-Birren, Jill1 (AUTHOR)
Source: Early Childhood Education Journal. Mar2026, Vol. 54 Issue 3, p2013-2023. 11p.
Subject Terms: *Summer reading programs, *Scientific knowledge, *Reading level of students, *Low-income students, *Attitude (Psychology), *School children, *Reading strategies, Scientific literacy
Abstract: This study examined the effects of a 4-week summer reading program for primary-grade children who read below grade level given an hour of integrated literacy and science instruction following 90 min of targeted reading instruction. Children's reading achievement, science knowledge, and science attitudes were compared pre- and post-program, and their reading gain was compared with that of children who attended the program in summers when the integrated instruction was not offered. Students in each condition showed significantly greater reading achievement at posttest each summer. Integrated literacy and science students showed significantly greater conceptual science knowledge at posttest, comparable pretest and posttest science attitudes, and significantly greater reading gain relative to students who did not participate in the integrated instruction on the Gates-MacGinitie Reading Test-4. The findings demonstrate that integrated literacy and science instruction can accelerate primary-grade students' reading achievement in summer learning programs while developing their conceptual science knowledge. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
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Abstract:This study examined the effects of a 4-week summer reading program for primary-grade children who read below grade level given an hour of integrated literacy and science instruction following 90 min of targeted reading instruction. Children's reading achievement, science knowledge, and science attitudes were compared pre- and post-program, and their reading gain was compared with that of children who attended the program in summers when the integrated instruction was not offered. Students in each condition showed significantly greater reading achievement at posttest each summer. Integrated literacy and science students showed significantly greater conceptual science knowledge at posttest, comparable pretest and posttest science attitudes, and significantly greater reading gain relative to students who did not participate in the integrated instruction on the Gates-MacGinitie Reading Test-4. The findings demonstrate that integrated literacy and science instruction can accelerate primary-grade students' reading achievement in summer learning programs while developing their conceptual science knowledge. [ABSTRACT FROM AUTHOR]
ISSN:10823301
DOI:10.1007/s10643-025-01982-z