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 The Impact of a Voluntary Summer Reading Program on Summer Reading Loss written by Mary K. Kelley and published by . This book was released on 2014 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading comprehension is one of the key skills students develop in elementary school. The ability to read well can be deterred by a lack of access to print, which can be exacerbated over the summer when students do not have access to their classroom and school libraries. This leads to decreased reading levels over the summer months. Lack of text access over consecutive summers, can lead to considerable reading level drops which creates a gap between the grade level and reading level. This primarily impacts students who may be reading at or below grade level and over time it is compounded for students who are struggling to keep up. This study examined the effect of a voluntary summer reading program at a rural California school to negate summer reading loss. In this program, the students came to the school library, checked out books, and took at least five Accelerated Reader tests to verify that a book was read. The analysis of the data revealed that participants gained four months in their reading level. Although the small sample size did not make the results statistically significant, there were various implications from the data.
Download or read book A Farewell to Arms written by Ernest Hemingway and published by Simon and Schuster. This book was released on 2014-07-08 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt: An unforgettable World War I story of an American ambulance driver on the Italian front and his love for an English nurse.
Download or read book Does Reading During the Summer Build Reading Skills written by Jonathan Guryan and published by . This book was released on 2014 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are large gaps in reading skills by family income among school-aged children in the United States. Correlational evidence suggests that reading skills are strongly related to the amount of reading students do outside of school. Experimental evidence testing whether this relationship is causal is lacking. We report the results from a randomized evaluation of a summer reading program called Project READS, which induces students to read more during the summer by mailing ten books to them, one per week. Simple intent-to-treat estimates show that the program increased reading during the summer, and show significant effects on reading comprehension test scores in the fall for third grade girls but not for third grade boys or second graders of either gender. Analyses that take advantage of within-classroom random assignment and cross-classroom variation in treatment effects show evidence that reading more books generates increases in reading comprehension skills, particularly when students read carefully enough to be able to answer basic questions about the books they read, and particularly for girls.
Download or read book Ready for Fall Near Term Effects of Voluntary Summer Learning Programs on Low Income Students Learning Opportunities and Outcomes written by Jennifer Sloan McCombs and published by Rand Corporation. This book was released on 2014-12-16 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: As part of a randomized controlled trial study assessing the effect of district-run voluntary summer programs, this second report in a series looks at how summer programs affected student performance in certain categories in fall 2013.
Download or read book Handbook on the Science of Early Literacy written by Sonia Q. Cabell and published by Guilford Publications. This book was released on 2023-03-20 with total page 457 pages. Available in PDF, EPUB and Kindle. Book excerpt: Synthesizing the best current knowledge about early literacy, this comprehensive handbook brings together leading researchers from multiple disciplines. The volume identifies the instructional methods and areas of focus shown to be most effective for promoting young children's (PreK–2) growth in reading, writing, oral language, and the connections among them. In 33 chapters, the Handbook covers conceptual foundations; development and instruction of both code- and meaning-related literacy skills; professional development and family engagement; supporting equity across populations; and learning beyond traditional boundaries, including digital and out-of-school contexts. Highlighted throughout are issues around access to high-quality instruction, working with multilingual populations, and data-based decision making and interventions.
Download or read book Best Practices in Early Literacy Instruction written by Diane M. Barone and published by Guilford Publications. This book was released on 2013-09-04 with total page 542 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bringing together prominent scholars, this book shows how 21st-century research and theory can inform everyday instructional practices in early childhood classrooms (PreK-3). Coverage includes foundational topics such as alphabet learning, phonological awareness, oral language development, and learning to write, as well as cutting-edge topics such as digital literacy, informational texts, and response to intervention. Every chapter features guiding questions; an overview of ideas and findings on the topic at hand; specific suggestions for improving instruction, assessment, and/or the classroom environment; and an engrossing example of the practices in action.
Download or read book The Effect of a Summer Reading Program on Student Reading Achievement written by Danielle Triplett and published by . This book was released on 2009 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the relationship between reading during the summer and reading achievement. The participants consisted of second through fifth grade students in a rural, western North Carolina elementary school. Continued focus on increasing reading abilities and closing the achievement gap prompted the interest for this research. Data were gathered through the use of qualitative and quantitative measures such as state and county assessments, surveys, and program reports. Analysis of the data indicated that the school-based summer reading program had a limited impact on reading lexile scores. At best the program helps students maintain their current reading level; however, this cannot be generalized to all students (p. 103-104). Between the May and September survey, two questions that did not decline in responses were those that dealt with reading over the summer and reading instead of playing. Both questions continued to receive high marks of dislike (p. 99). Recommendations: additional funds and support from all stakeholders; larger number of books available with a wider selection of genres, topics, and levels (p. 104-105).
Download or read book The Summer Slide written by Karl Alexander and published by Teachers College Press. This book was released on 2016 with total page 540 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is an authoritative examination of summer learning loss, featuring original contributions by scholars and practitioners at the forefront of the movement to understand—and stem—the “summer slide.” The contributors provide an up-to-date account of what research has to say about summer learning loss, the conditions in low-income children’s homes and communities that impede learning over the summer months, and best practices in summer programming with lessons on how to strengthen program evaluations. The authors also show how information on program costs can be combined with student outcome data to inform future planning and establish program cost-effectiveness. This book will help policymakers, school administrators, and teachers in their efforts to close academic achievement gaps and improve outcomes for all students. Book Features: Empirical research on summer learning loss and efforts to counteract it. Original contributions by leading authorities. Practical guidance on best practices for implementing and evaluating strong summer programs. Recommendations for using program evaluations more effectively to inform policy. Contributors: Emily Ackman, Allison Atteberry, Catherine Augustine, Janice Aurini, Amy Bohnert, Geoffrey D. Borman, Claudia Buchmann, Judy B. Cheatham, Barbara Condliffe, Dennis J. Condron, Scott Davies, Douglas Downey, Ean Fonseca, Linda Goetze, Kathryn Grant, Amy Heard, Michelle K. Hosp, James S. Kim, Heather Marshall, Jennifer McCombs, Andrew McEachin, Dorothy McLeod, Joseph J. Merry, Emily Milne, Aaron M. Pallas, Sarah Pitcock, Alex Schmidt, Marc L. Stein, Paul von Hippel, Thomas G. White, Doris Terry Williams, Nicole Zarrett “A comprehensive look at what’s known about summer’s impact on learning and achievement. It is a wake-up call to policymakers and educators alike” —Jane Stoddard Williams, Chair, Horizons National “Provides the reader with everything they didn’t know about summer learning loss and also provides information on everything we do know about eliminating summer learning loss. Do your school a favor and read this book and then act upon what you have learned.” —Richard Allington, University of Tennessee
Download or read book Reading for Understanding written by Catherine Snow and published by Rand Corporation. This book was released on 2002-04-18 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: In fall 1999, the Department of Education's Office of Educational Researchand Improvement (OERI) asked RAND to examine how OERI might improve thequality and relevance of the education research it funds. The RAND ReadingStudy Group (RRSG) was charged with developing a research framework toaddress the most pressing issues in literacy. RRSG focused on readingcomprehension wherein the highest priorities for research are: (1)Instruction
Download or read book Put Reading First written by Bennie Armbruster and published by DIANE Publishing Company. This book was released on 2003-06-01 with total page 57 pages. Available in PDF, EPUB and Kindle. Book excerpt: This guide was designed by teachers for teachers, & summarizes what researchers have discovered about how to successfully teach children to read. It describes the findings of the 2000 National Reading Panel Report & provides analysis & discussion in five areas of reading instruction: phonemic awareness, phonics, fluency, vocabulary, & text comprehension. Each section defines the skill, reviews the evidence from research, suggests implications for classroom instruction, describes proven strategies for teaching reading skills, & addresses frequently raised questions. Illustrations.
Download or read book Making the Most of Summer School written by Harris Cooper and published by Wiley-Blackwell. This book was released on 2000-02-08 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: Summer schools serve multiple purposes for students, families, educators, and communities. The current demand for summer programs is driven by changes in American families and by calls for an educational system that is competitive globally and embodies higher academic standards. This monograph details a research synthesis that uses both meta-analytic and narrative procedures to integrate the results of 93 evaluations of summer schools. These and other findings are then examined for their implications for future research, public policy, and implementation of summer programs.
Download or read book Learning from Summer written by Catherine H. Augustine and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: RAND researchers assess voluntary, district-led summer learning programs for low-income, urban elementary students. This third report in a series examines student outcomes after one and two summers of programming.
Download or read book Summer Reading written by Richard L. Allington and published by Teachers College Press. This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Summer Reading Program written by Alysha N. Collins and published by . This book was released on 2015 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading is key when determining future academic success. However, many students continue to leave the school system without the necessary reading skills to excel in our communities. While summer schools have attempted to bridge the achievement gap for at-risk students when school is not in session, they have fallen short. Students from a Midwestern parochial school participated in a short summer reading program and were assessed on the first day and last day of the program and again in the fall. Researchers examined how the summer reading program affects struggling readers compared to those who aren’t struggling in reading fluency over five years. There was a statistical significant increase in scores for all students from the first day of the program to the last day, but there was not a significant difference from pre-test to post-test or from pre-test to fall between the struggling and non-struggling students. Findings suggest that short, intensive reading programs over the summer can increase reading skills and can decrease the reading decline for many students in our school systems today.
Download or read book Reading Fluency written by Timothy Rasinski and published by MDPI. This book was released on 2021-01-21 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students’ reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction.
Download or read book Guided Reading written by Irene C. Fountas and published by Heinemann Publishing. This book was released on 1996 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is the richest, most comprehensive guided reading resource available today and the first systematic offering of instructional support for guided reading adherents.
