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Summer Reading Program with Benefits for At-Risk Children: Results from a Freedom School Program

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Bibliographic Details
Title: Summer Reading Program with Benefits for At-Risk Children: Results from a Freedom School Program
Language: English
Authors: Lara-Cinisomo, Sandraluz, Taylor, D. Bruce, Medina, Adriana L.
Source: Reading & Writing Quarterly. 2020 36(3):211-224.
Availability: 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
Peer Reviewed: Y
Page Count: 14
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Descriptors: Summer Programs, Reading Programs, At Risk Students, Low Income Students, Minority Group Students, African American Students, Hispanic American Students, Elementary School Students, Middle School Students, Program Effectiveness, Grade Repetition, Reading Achievement, Achievement Gains, Urban Areas, Reading Skills, Problem Solving, Ability
Assessment and Survey Identifiers: Basic Reading Inventory
DOI: 10.1080/10573569.2019.1627968
ISSN: 1057-3569
Abstract: Low-income and racial/ethnic minority children are at increased risk of experiencing summer reading loss or declined reading levels due to time away from school. The purpose of this study was to determine whether a 6-week summer reading program would help children maintain or improve reading levels. Four-hundred-fourteen African American and Hispanic children ranging from Kindergarten to 8th grade were assessed before (Time 1) and one-week prior to the end of the program (Time 2) to evaluate changes in Independent and Frustration reading levels. Outcome scores (Independent and Frustration) significantly improved from Time 1 to Time 2, t (415) = 11.62, p < 0.001 and t (415) = 14.99, p < 0.001, respectively. Time had a significant effect on both Independent and Frustration score differences (F (1, 415) = 135.09, p < 0.001 and F (1, 415) = 224.60, p < 0.001, respectively). A significant time by child level interaction in Independent difference scores was also observed F (1, 410) = 8.21, p < 0.01, with children in higher levels showing more improvement. There was also a significant time by grade repeat interaction in Frustration difference scores, F (1, 390) = 7.60, p <0.01; children with a history of grade repetition showed significant improvement compared to those who had not. Results suggest that this brief summer reading program helped children improve over time, with improvement most notable in children in higher grade levels and those most vulnerable (i.e., grade repetition).
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1254395
Database: ERIC
Description
Abstract:Low-income and racial/ethnic minority children are at increased risk of experiencing summer reading loss or declined reading levels due to time away from school. The purpose of this study was to determine whether a 6-week summer reading program would help children maintain or improve reading levels. Four-hundred-fourteen African American and Hispanic children ranging from Kindergarten to 8th grade were assessed before (Time 1) and one-week prior to the end of the program (Time 2) to evaluate changes in Independent and Frustration reading levels. Outcome scores (Independent and Frustration) significantly improved from Time 1 to Time 2, t (415) = 11.62, p < 0.001 and t (415) = 14.99, p < 0.001, respectively. Time had a significant effect on both Independent and Frustration score differences (F (1, 415) = 135.09, p < 0.001 and F (1, 415) = 224.60, p < 0.001, respectively). A significant time by child level interaction in Independent difference scores was also observed F (1, 410) = 8.21, p < 0.01, with children in higher levels showing more improvement. There was also a significant time by grade repeat interaction in Frustration difference scores, F (1, 390) = 7.60, p <0.01; children with a history of grade repetition showed significant improvement compared to those who had not. Results suggest that this brief summer reading program helped children improve over time, with improvement most notable in children in higher grade levels and those most vulnerable (i.e., grade repetition).
ISSN:1057-3569
DOI:10.1080/10573569.2019.1627968