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SUPPLEMENTAL SUMMER LITERACY INSTRUCTION: IMPLICATIONS FOR PREVENTING SUMMER READING LOSS.

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Title: SUPPLEMENTAL SUMMER LITERACY INSTRUCTION: IMPLICATIONS FOR PREVENTING SUMMER READING LOSS.
Authors: McDaniel, Sara C. (AUTHOR), McLeod, Ragan (AUTHOR), Carter, Coddy L. (AUTHOR), Robinson, Cecil (AUTHOR)
Source: Reading Psychology. 2017, Vol. 38 Issue 7, p673-686. 14p.
Subjects: Summer reading programs, Library activity programs, Supplementary reading, Informal reading inventories, Reading readiness
Abstract: Summer reading loss is a prevalent problem that occurs primarily for students who are not exposed to or encouraged to read at home or in summer programs when school is out. This problem prevails among early readers from low-income backgrounds. This study provided 31 six and seven-year-old children with a structured guided reading program through an existing community summer program (e.g., YMCA). Specifically, camp counselors were trained to deliver scripted guided reading instruction daily in ability groups consistent with student age. Researchers were able to establish the need for reading instruction to, at minimum, prevent summer reading loss by administering the Informal Reading Inventory (IRI) prior to intervention. Further, weekly oral reading fluency assessments were completed for all participants throughout the 9-week reading program. Results suggest that both six and seven-year-old children performed consistently across the summer program, without any summer reading loss measured. The implications for practitioners and researchers from this simple, efficient summer reading program are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Reading Psychology is the property of Taylor & Francis Ltd 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: Psychology and Behavioral Sciences Collection
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  Label: Title
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  Data: SUPPLEMENTAL SUMMER LITERACY INSTRUCTION: IMPLICATIONS FOR PREVENTING SUMMER READING LOSS.
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  Data: <searchLink fieldCode="AR" term="%22McDaniel%2C+Sara+C%2E%22">McDaniel, Sara C.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22McLeod%2C+Ragan%22">McLeod, Ragan</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Carter%2C+Coddy+L%2E%22">Carter, Coddy L.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Robinson%2C+Cecil%22">Robinson, Cecil</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Reading+Psychology%22">Reading Psychology</searchLink>. 2017, Vol. 38 Issue 7, p673-686. 14p.
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  Data: <searchLink fieldCode="DE" term="%22Summer+reading+programs%22">Summer reading programs</searchLink><br /><searchLink fieldCode="DE" term="%22Library+activity+programs%22">Library activity programs</searchLink><br /><searchLink fieldCode="DE" term="%22Supplementary+reading%22">Supplementary reading</searchLink><br /><searchLink fieldCode="DE" term="%22Informal+reading+inventories%22">Informal reading inventories</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+readiness%22">Reading readiness</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Summer reading loss is a prevalent problem that occurs primarily for students who are not exposed to or encouraged to read at home or in summer programs when school is out. This problem prevails among early readers from low-income backgrounds. This study provided 31 six and seven-year-old children with a structured guided reading program through an existing community summer program (e.g., YMCA). Specifically, camp counselors were trained to deliver scripted guided reading instruction daily in ability groups consistent with student age. Researchers were able to establish the need for reading instruction to, at minimum, prevent summer reading loss by administering the Informal Reading Inventory (IRI) prior to intervention. Further, weekly oral reading fluency assessments were completed for all participants throughout the 9-week reading program. Results suggest that both six and seven-year-old children performed consistently across the summer program, without any summer reading loss measured. The implications for practitioners and researchers from this simple, efficient summer reading program are discussed. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Reading Psychology is the property of Taylor & Francis Ltd 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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      – Type: doi
        Value: 10.1080/02702711.2017.1333070
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      – Code: eng
        Text: English
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        PageCount: 14
        StartPage: 673
    Subjects:
      – SubjectFull: Summer reading programs
        Type: general
      – SubjectFull: Library activity programs
        Type: general
      – SubjectFull: Supplementary reading
        Type: general
      – SubjectFull: Informal reading inventories
        Type: general
      – SubjectFull: Reading readiness
        Type: general
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      – TitleFull: SUPPLEMENTAL SUMMER LITERACY INSTRUCTION: IMPLICATIONS FOR PREVENTING SUMMER READING LOSS.
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            NameFull: McLeod, Ragan
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            NameFull: Carter, Coddy L.
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            NameFull: Robinson, Cecil
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              M: 10
              Text: 2017
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              Y: 2017
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            – TitleFull: Reading Psychology
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