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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]
Copyright of Early Childhood Education Journal is the property of Springer Nature 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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DbLabel: Education Research Complete
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Leveraging Science to Accelerate Reading Achievement in a Summer Learning Program for Low-Income Children.
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  Data: <searchLink fieldCode="AR" term="%22Clark%2C+Kathleen+F%2E%22">Clark, Kathleen F.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> kathleen.clark@marquette.edu</i><br /><searchLink fieldCode="AR" term="%22McNew-Birren%2C+Jill%22">McNew-Birren, Jill</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Mar2026, Vol. 54 Issue 3, p2013-2023. 11p.
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  Data: *<searchLink fieldCode="DE" term="%22Summer+reading+programs%22">Summer reading programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Scientific+knowledge%22">Scientific knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+level+of+students%22">Reading level of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Low-income+students%22">Low-income students</searchLink><br />*<searchLink fieldCode="DE" term="%22Attitude+%28Psychology%29%22">Attitude (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+strategies%22">Reading strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+literacy%22">Scientific literacy</searchLink>
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  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature 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: 10.1007/s10643-025-01982-z
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      – Code: eng
        Text: English
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        PageCount: 11
        StartPage: 2013
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      – SubjectFull: Summer reading programs
        Type: general
      – SubjectFull: Scientific knowledge
        Type: general
      – SubjectFull: Reading level of students
        Type: general
      – SubjectFull: Low-income students
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      – SubjectFull: Attitude (Psychology)
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      – SubjectFull: Reading strategies
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              Text: Mar2026
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