TY - JOUR
T1 - Summer Reading Program with Benefits for At-Risk Children
T2 - Results from a Freedom School Program
AU - Lara-Cinisomo, Sandraluz
AU - Taylor, D. Bruce
AU - Medina, Adriana L.
N1 - Publisher Copyright:
© 2019, © 2019 Taylor & Francis Group, LLC.
PY - 2020/5/3
Y1 - 2020/5/3
N2 - Low-income and racial/ethnic minority children are at increased risk of experiencing summer reading loss or declined reading levels due to time away from school. The purpose of this study was to determine whether a 6-week summer reading program would help children maintain or improve reading levels. Four-hundred-fourteen African American and Hispanic children ranging from Kindergarten to 8th grade were assessed before (Time 1) and one-week prior to the end of the program (Time 2) to evaluate changes in Independent and Frustration reading levels. Outcome scores (Independent and Frustration) significantly improved from Time 1 to Time 2, t (415) = 11.62, p <.001 and t (415) = 14.99, p <.001, respectively. Time had a significant effect on both Independent and Frustration score differences (F (1, 415) = 135.09, p <.001 and F (1, 415) = 224.60, p <.001, respectively). A significant time by child level interaction in Independent difference scores was also observed F (1, 410) = 8.21, p <.01, with children in higher levels showing more improvement. There was also a significant time by grade repeat interaction in Frustration difference scores, F (1, 390) = 7.60, p <.01; children with a history of grade repetition showed significant improvement compared to those who had not. Results suggest that this brief summer reading program helped children improve over time, with improvement most notable in children in higher grade levels and those most vulnerable (i.e., grade repetition).
AB - Low-income and racial/ethnic minority children are at increased risk of experiencing summer reading loss or declined reading levels due to time away from school. The purpose of this study was to determine whether a 6-week summer reading program would help children maintain or improve reading levels. Four-hundred-fourteen African American and Hispanic children ranging from Kindergarten to 8th grade were assessed before (Time 1) and one-week prior to the end of the program (Time 2) to evaluate changes in Independent and Frustration reading levels. Outcome scores (Independent and Frustration) significantly improved from Time 1 to Time 2, t (415) = 11.62, p <.001 and t (415) = 14.99, p <.001, respectively. Time had a significant effect on both Independent and Frustration score differences (F (1, 415) = 135.09, p <.001 and F (1, 415) = 224.60, p <.001, respectively). A significant time by child level interaction in Independent difference scores was also observed F (1, 410) = 8.21, p <.01, with children in higher levels showing more improvement. There was also a significant time by grade repeat interaction in Frustration difference scores, F (1, 390) = 7.60, p <.01; children with a history of grade repetition showed significant improvement compared to those who had not. Results suggest that this brief summer reading program helped children improve over time, with improvement most notable in children in higher grade levels and those most vulnerable (i.e., grade repetition).
UR - http://www.scopus.com/inward/record.url?scp=85068570928&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85068570928&partnerID=8YFLogxK
U2 - 10.1080/10573569.2019.1627968
DO - 10.1080/10573569.2019.1627968
M3 - Article
AN - SCOPUS:85068570928
SN - 1057-3569
VL - 36
SP - 211
EP - 224
JO - Reading and Writing Quarterly
JF - Reading and Writing Quarterly
IS - 3
ER -