Averting Summer Reading Loss in Rural, Poverty Areas

Autor/in	Perkins, Ashley Nicole
Titel	Averting Summer Reading Loss in Rural, Poverty Areas
Quelle	(2017), (131 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of West Georgia
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3555-7018-2
Schlagwörter	Hochschulschrift; Dissertation; Summer Programs; Reading Programs; Rural Areas; Poverty; Grade 5; Grade 6; Grade 7; Grade 8; Intervention; Control Groups; Experimental Groups; Comparative Analysis; Reading Comprehension; Standardized Tests; Reading Achievement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Sommerkurs; Rural area; Ländlicher Raum; Armut; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Leseverstehen; Standadised tests; Standardisierter Test; Leseleistung
Abstract	One factor, summer reading loss, exacerbated by students living in rural, poverty areas gave rise to this study. The overall research problem was summer reading loss. The study looked at whether students attending fifth through eighth grades in a rural, poverty district and who participated in an at-home summer reading intervention where texts were matched to them based on Lexile® and interest(s), would avert summer reading loss. The study included a treatment and a control group matched in demographics. The participants were assessed spring and fall, before and after the reading intervention, using the Northwest Evaluation Association's (NWEA) Measures of Academic Progress (MAP®) assessment. The data collected as part of this study was collected after IRB approval. This study uses a conceptual framework to relate the key factors of rurality, poverty, summer break and reading comprehension. This study outlines the implementation of a single intervention, a summer reading program, that would show a relationship between the intervention and summer reading loss in a high-poverty, rural community. However, no significant differences in the reading comprehension scores of students in the control group compared to the treatment group were identified, regardless of grade, years participating in the intervention, or gender. Implications of this study may impact future research and design of summer reading programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01