Addressing Summer Reading Setback Among Economically Disadvantaged Elementary Students

Autor:	Anne McGill-Franzen, Courtney Zmach, Gregory Camilli, Jacqueline Love Zeig, Rhonda Nowak, Jennifer M. Graff, Richard L. Allington, Lunetta M. Williams
Rok vydání:	2010
Předmět:	Linguistics and Language media_common.quotation_subject education Intervention studies Education Setback Disadvantaged Reading assessment Reading (process) Developmental and Educational Psychology Mathematics education Socioeconomics Psychology Socioeconomic status media_common
Zdroj:	Reading Psychology. 31:411-427
ISSN:	1521-0685 0270-2711
DOI:	10.1080/02702711.2010.505165
Popis:	Much research has established the contribution of summer reading setback to the reading achievement gap that is present between children from more and less economically advantaged families. Likewise, summer reading activity, or the lack of it, has been linked to summer setback. Finally, family socioeconomic status has been linked to the access children have to books in their homes and neighborhoods. Thus, in this longitudinal experimental study we tested the hypothesis that providing elementary school students from low-income families with a supply of self-selected trade books would ameliorate summer reading setback. Thus, 852 students from 17 high-poverty schools were randomly selected to receive a supply of self-selected trade books on the final day of school over a 3-year period, and 478 randomly selected students from these same schools received no books and served as the control group. No further effort was provided in this intervention study. Outcomes on the state reading assessment indicated a stat...
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::30c24adad0b4288d7773a1f0f787d209 https://doi.org/10.1080/02702711.2010.505165 Zobrazit plný text záznamu Plný text ve formátu PDF Plný text ve formátu HTML
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