Download or read book A Study of the Reading Achievement in a Summer Reading Center Designed for the Socially Disadvantaged written by Louise T. Hairston and published by . This book was released on 1972 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Summer Reading written by Richard L. Allington and published by Teachers College Press. This book was released on 2018-07-06 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: Summer reading loss accounts for roughly 80 percent of the rich/poor reading achievement gap. Yet far too little attention is given to this pressing problem. This timely volume now offers not only a comprehensive review of what is known about summer reading loss but also provides reliable interventions and guidance. Written by acknowledged experts and researchers on reading, remedial reading, and special education, this collection describes multiple models of innovative summer reading and book distribution initiatives as well as research-based guidelines for planning a successful summer reading program, including tips on book selection, distribution methods, and direction for crucial follow-up. Most important, the authors clearly show how schools and communities can see greater academic gains for students from low-income families using the methods described in this book than they can from much more costly interventions.
Download or read book The Achievement Gap in Reading written by Rosalind Horowitz and published by Routledge. This book was released on 2017-04-07 with total page 399 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this volume prominent scholars, experts in their respective fields and highly skilled in the research they conduct, address educational and reading research from varied perspectives and address what it will take to close the achievement gap—with specific attention to reading. The achievement gap is redefined as a level at which all groups can compete economically in our society and have the literacy tools and habits needed for a good life. Bringing valuable theoretical frameworks and in-depth analytical approaches to interpretation of data, the contributors examine factors that contribute to student achievement inside the school but which are also heavily influenced by out-of-school factors—such as poverty and economics, ethnicity and culture, family and community stratifications, and approaches to measurement of achievement. These out-of-school factors present possibilities for new policies and practice. The overarching theme is that achievement gaps in reading are complex and that multiple perspectives are necessary to address the problem. The breadth and depth of perspectives and content in this volume and its conceptualization of the achievement gap are a significant contribution to the field.
Download or read book THE IMPACT OF A SUMMER READING INTERVENTION ON ACADEMIC ACHIEVEMENT written by Jonathan Thomas Walsh and published by . This book was released on 2017 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: With so many students attending summer programs, it is remarkable that there is little research available aiming to investigate achievement differences in participants versus non-participants. This study examined the place of a summer program within a school district budget and curriculum. The study was designed to better understand the achievement gains, or lack thereof, of students who were invited to a summer program in one Northeast school district. The research design attempted to provide a better understanding of how the summer program impacted reading achievement of students who attended the program. The study compared the reading achievement of students who attended the summer program to the reading achievement of students who were invited to the summer program, but did not attend. The results of the study revealed there was a statistical difference in the test scores of the students who attended the summer reading program compared to those that did not attend. That statistical difference showed that students who attended the program scored higher on the formative reading assessments than did students who did not attend the program during the October assessment. Also, it was discovered that students who attended the summer reading program maintained their difference in reading achievement level over the course of the school year, in between October and May. It was concluded that attending the summer reading program set forth a difference in reading achievement that was maintained throughout the school.
Download or read book Master s Theses in Education written by T. A. Lamke and published by . This book was released on 1972 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 974 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1990-07 with total page 862 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Summer Reading written by Richard L. Allington and published by Teachers College Press. This book was released on 2012-12-14 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: Summer reading loss accounts for roughly 80 percent of the rich/poor reading achievement gap. Yet far too little attention is given to this pressing problem. This timely volume now offers not only a comprehensive review of what is known about summer reading loss but also provides reliable interventions and guidance. Written by acknowledged experts and researchers on reading, remedial reading, and special education, this collection describes multiple models of innovative summer reading and book distribution initiatives as well as research-based guidelines for planning a successful summer reading program, including tips on book selection, distribution methods, and direction for crucial follow-up. Most important, the authors clearly show how schools and communities can see greater academic gains for students from low-income families using the methods described in this book than they can from much more costly interventions.
Download or read book National Association for Research in Science Teaching 43rd Annual Meeting written by National Association for Research in Science Teaching and published by . This book was released on 1970 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Does a Summer Reading Program Based on Lexiles Affect Reading Comprehension written by Chuck Wilkins and published by . This book was released on 2012 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report presents estimates from a large-scale, multi-district RCT (randomized controlled trial) on the effectiveness of a summer reading program on improving student reading comprehension for economically disadvantaged grade 3 students reading below the 50th percentile nationally. This study focused on the summer between grades 3 and 4 for three reasons: (1) independent reading demands increase dramatically in grades 3 and 4 (Chall 1983; National Research Council 1998); (2) the grade 3 to grade 4 transition was not a focus of previous studies; and (3) Texas state assessment data are available for the first time for students beginning in grade 3, and those data were used to control for baseline differences in this study. Each student in the treatment group was sent a single shipment of eight books matched to his or her reading level and interest area during the first part of the summer (June/July 2009), followed by a reminder postcard each week for six weeks. Eight books were chosen because this was the number used in two of the summer reading programs shown to have statistically significant positive effects on reading comprehension for specific subgroups (Kim 2006) or for the entire sample (Kim and White 2008). Seven previous studies examined summer reading programs, and five found a statistically significant improvement in reading achievement following implementation of a reading program (Allington et al. 2010; Butler 2010; Crowell and Klein 1981; Kim 2006; Kim and White 2008). Of the five studies that used an RCT design, three found a statistically significant effect on reading achievement (Allington et al. 2010; Kim 2006; Kim and White 2008). The current study's confirmatory finding did not replicate the findings from these studies. Two of the five RCT studies found that students sent books over the summer reported reading more books than did students who were not sent books (Kim 2007; Kim and Guryan 2010); an exploratory analysis in the current study found similar results. The summer reading program examined in this study did not include teacher support, instructional components, or parent involvement, which several previous studies had included to varying degrees--four RCTs (Kim 2006, 2007; Kim and Guryan 2010; Kim and White 2008) and one quasi-experiment (Butler 2010). These other components could potentially account for differences in observed effects across studies. Also, the program examined in the current study spanned a single summer, whereas the program examined in Allington et al. (2010) spanned three summers. Further, the current study sample consisted of economically disadvantaged students reading below the 50th percentile nationally, while the samples in the studies with statistically significant results consisted of students with economically diverse backgrounds (Kim 2006, 2007; Kim and Guryan 2010; Kim and White 2008) and were not composed exclusively of students reading below the 50th percentile nationally (Allington et al. 2010; Butler 2010; Crowell and Klein 1981; Kim 2006, 2007; Kim and Guryan 2010; Kim and White 2008). One possible inference to draw from this study, and the more recent work of Kim and colleagues (Kim and Guryan 2010; Kim and White 2008), is that some of the components that Kim and his colleagues added--in particular, personalized teacher encouragement of each student to read the books during the summer and brief, small group lessons on strategies for reading--may be essential components to success. Although such additions may be costly and time intensive for the teaching staff, many teachers find this type of activity a rewarding part of their jobs. Future scale-up research could continue to examine the issue of varied types of teacher and parent support components that Kim included (Kim 2006, 2007; Kim and Guryan 2010; Kim and White 2008). Allington (2010) found that when students were provided books over a period of three summers, even without any additional support components, student reading significantly improved. Therefore, it may be that teacher and parent support components are necessary for a summer reading program to be effective during a single summer, but may be less important if students participate in summer reading programs over a longer time period. Appended are: (1) Description of the Lexile Framework[R] for Reading; (2) Findings from previous studies of summer reading programs; (3) Student interest survey, explanatory letter, postcard, and summer reading survey; (4) Power analysis; (5) Texas Assessment of Knowledge and Skills-Lexile linking study; (6) Recruitment and study sample details; (7) Participating district profiles; (8) Description of the grade 3 Texas Assessment of Knowledge and Skills-Reading; (9) Random assignment; (10) Missing Data; (11) Summer reading survey results; (12) Models used for primary, sensitivity, and exploratory analyses; and (13) Tables of analytic output. (Contains 44 tables, 3 figures and 48 footnotes.).
Download or read book Handbook of Research on Schools Schooling and Human Development written by Judith L. Meece and published by Routledge. This book was released on 2010-06-10 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children spend more time in school than in any social institution outside the home. And schools probably exert more influence on children’s development and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children’s development and to describe various models and methods for studying schooling effects. Key features include: Comprehensive Coverage – this is the first book to provide a comprehensive review of what is known about schools as a context for human development. Topical coverage ranges from theoretical foundations to investigative methodologies and from classroom-level influences such as teacher-student relations to broader influences such as school organization and educational policies. Cross-Disciplinary – this volume brings together the divergent perspectives, methods and findings of scholars from a variety of disciplines, among them educational psychology, developmental psychology, school psychology, social psychology, psychiatry, sociology, and educational policy. Chapter Structure – to ensure continuity, chapter authors describe 1) how schooling influences are conceptualized 2) identify their theoretical and methodological approaches 3) discuss the strengths and weaknesses of existing research and 4) highlight implications for future research, practice, and policy. Methodologies – chapters included in the text feature various methodologies including longitudinal studies, hierarchical linear models, experimental and quasi-experimental designs, and mixed methods.
Download or read book Making Summer Count written by Jennifer Sloan McCombs and published by Rand Corporation. This book was released on 2011 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students typically lose knowledge and skills during the summer, particularly low-income students. Districts and private providers can benefit from the evidence on summer programming to maximize program effectiveness, quality, reach, and funding.
Download or read book Projects to Advance Creativity in Education written by and published by . This book was released on 1969 with total page 616 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Pacesetters in Innovation written by United States. Office of Education and published by . This book was released on 1968 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: Information on Projects to Advance Creativity in Education in the form of a compilation of planning and operational grants.
Download or read book Summer Reading Achievement written by Robert S. Mayfield and published by . This book was released on 2006 with total page 247 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the factors that influence summer reading achievement, defined as the change in reading achievement between June and September during summer vacation, and asked two questions: (a) What is the relationship between summer reading achievement and student reading skills, home literacy environment, books read over the summer, and student behavior? and (b) What factors best predict the reading achievement of returning second grade students?
Download or read book Recent Research in Reading written by and published by New York : CCM Information Corporation. This book was released on 1970 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over 1600 references to ERIC documents and ERIC journal articles. Entries arranged numerically under document and journal article sections. Documents are annotated and entries contain order information. Subject, author indexes.
Download or read book Federally Funded Programs Providing Educational Experiences for Disadvantaged Children and Youth in New York State written by and published by . This book was released on 1969 with total page 512 pages. Available in PDF, EPUB and Kindle. Book excerpt:
