Learning when School is Not in Session: A Reading Summer Day-Camp Intervention to Improve the Achievement of Exiting First-Grade Students Who are Economically Disadvantaged

Autor/inn/en	Schacter, John; Jo, Booil
Titel	Learning when School is Not in Session: A Reading Summer Day-Camp Intervention to Improve the Achievement of Exiting First-Grade Students Who are Economically Disadvantaged
Quelle	In: Journal of Research in Reading, 28 (2005) 2, S.158-169 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/j.1467-9817.2005.00260.x
Schlagwörter	Economically Disadvantaged; Summer Programs; Reading Achievement; Day Camp Programs; Reading Improvement; Disadvantaged Youth; Grade 1; Reading Comprehension; Program Effectiveness + Suchen Sie Ihr Suchwort? Sommerkurs; Leseleistung; Benachteiligter Jugendlicher; School year 01; 1. Schuljahr; Schuljahr 01; Leseverstehen
Abstract	During the summer vacation children who are economically disadvantaged experience declines in reading achievement, while middle- and high-income children improve. Previous research has demonstrated that the most widely implemented intervention -- sending economically disadvantaged students to summer school -- has not led to increases in reading achievement. In this longitudinal randomised trial, a randomly assigned group of exiting First-Grade children who were economically disadvantaged was enrolled in a seven-week summer reading day camp. The intervention students' reading achievement was then compared to control group participants at four time points. Results showed noteworthy differences for intervention students in reading comprehension. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10