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- Title
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.
- Authors
Schacter, John; Jo, Booil
- 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.
- Subjects
STUDENTS; LEARNING; COMPREHENSION; SUMMER schools; READING comprehension; ACHIEVEMENT
- Publication
Journal of Research in Reading, 2005, Vol 28, Issue 2, p158
- ISSN
0141-0423
- Publication type
Article
- DOI
10.1111/j.1467-9817.2005.00260.x