Preventing Summer Reading Loss for Students in Poverty: A Comparison of Tutoring and Access to Books

Autor/inn/en	Bell, Sherry Mee; Park, Yujeong; Martin, Melissa; Smith, Jamie; McCallum, R. Steve; Smyth, Kelly; Mingo, Maya
Titel	Preventing Summer Reading Loss for Students in Poverty: A Comparison of Tutoring and Access to Books
Quelle	In: Educational Studies, 46 (2020) 4, S.440-457 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2019.1599822
Schlagwörter	Low Income Students; Poverty; Books; Tutoring; Reading Achievement; Student Participation; Summer Programs; At Risk Students; Reading Fluency; Cost Effectiveness; Achievement Gap; Program Effectiveness; Youth Clubs; Children; Early Adolescents; Elementary Schools; Middle School Students; Prevention; Sustained Silent Reading; Access to Information; Disadvantaged Schools + Suchen Sie Ihr Suchwort? Armut; Book; Buch; Monographie; Monografie; Förderkonzept; Nachhilfeunterricht; Leseleistung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Sommerkurs; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Jugendfreizeitstätte; Child; Kind; Kinder; Elementary school; Grundschule; Volksschule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Prävention; Vorbeugung; Stilles Lesen
Abstract	The purpose of this study was to determine if reading achievement of students from high-poverty US schools differs as a function of participation in summer tutoring versus access to books. Data from 100 at-risk youth who participated in tutoring (n = 45) or received self-selected books (n = 55) indicated significant gains for students in both groups in contextual reading fluency, gains only for the books group in word reading fluency, and no gains for either group in reading comprehension. Results add modestly to the growing evidence that access to books is a cost-efficient means to address summer reading loss. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01