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Elementary Teachers Perceptions Of Effective Summer Reading Programs And Student Reading Behaviors Post Participation
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Book Synopsis Elementary Teachers' Perceptions of Effective Summer Reading Programs and Student Reading Behaviors Post Participation by : Tiffany R. Davis
Download or read book Elementary Teachers' Perceptions of Effective Summer Reading Programs and Student Reading Behaviors Post Participation written by Tiffany R. Davis and published by . This book was released on 2017 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher and Parent Perceptions Of The Effectiveness of a Summer Reading Program Engaging Urban Low-Income Elementary Students by : Gwendolyn Blackshear
Download or read book Teacher and Parent Perceptions Of The Effectiveness of a Summer Reading Program Engaging Urban Low-Income Elementary Students written by Gwendolyn Blackshear and published by . This book was released on 2019 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the summer months students forfeit their reading skills when not engaged in literacy activity. This loss of reading skill is much more pronounced in poor children, especially from minority communities. This loss has been dubbed "summer slide." "Summer slide" is synonymous with the ethnic achievement gap. This gap expands over the summer. Summer reading loss studies have also found that there is no real variance in literacy gains between rich and poor children during the school year, yet every summer poor children drop two to three months in reading skills while their higher-income classmates make modest gains. Researchers recommend interspersing literacy activity throughout a family's summer vacation, so their children will return to school reinvigorated, enthusiastic, and motivated to pick up where they stopped in June. This study explored the following questions, "What are the teacher and parent perceptions of the effectiveness of a summer reading program on underprivileged youth?," and "How did the summer reading program artifacts function as a set of systematic processes to interact with the mission of the program?" This case study, which is a multi-method qualitative approach to research involved the study of a case within a real-life, contemporary context or setting. The goal of this study was to analyze the teacher and parent perceptions of the effectiveness of a summer reading program engaging urban low-income elementary students. This study found that, in the eyes of parents and teachers, this summer reading camp overall was successful in bolstering campers' literacy skills over the summer, less some minor issues that needed to be improved in the area of discipline techniques.
Book Synopsis A Mixed-design Study Investigating the Benefits and Perceptions of a Teacher-guided Summer Literacy Program by : Amber J. Strader
Download or read book A Mixed-design Study Investigating the Benefits and Perceptions of a Teacher-guided Summer Literacy Program written by Amber J. Strader and published by . This book was released on 2003 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of a New Reading Series by : Gerard A. Egan
Download or read book The Impact of a New Reading Series written by Gerard A. Egan and published by . This book was released on 2010 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to collect teachers' perceptions on the adoption and implementation of a new reading program as well as to analyze one cohort of students' fourth and sixth grade PSSA reading scores. The data were gathered using an on-line survey, interviews, and student PSSA scores. Seventy-one teachers from six public elementary schools completed an on-line survey. Participants were asked for their level of agreement with topics related to the adoption and implementation of a new reading program. Fifteen participants participated in 30-minute interviews that provided greater understanding of their perceptions. Participants were designated either novice or experienced based on their years of experience. Fourth and sixth grade PSSA scores from one cohort of students were compared to examine the impact of a new reading program. Teachers' perceptions of the program's effectiveness were compared to the students' actual scores. This data provided insights into the success of a program's first two years of implementation. Data were organized into tables and narrative form. Results of this study indicated that the school district effectively communicated the need for a new program because almost all of the participants in this study agreed that the former reading curriculum lacked consistency and recognized a need for action. However, teachers acknowledged that they were not part of the discussions that determined if a new reading program was needed in the first place; rather, they help select which program was going to be used. The preponderance of teachers, both novice and experienced, believed the reading program is developmentally appropriate for average and below average students. The program's ability to meet the unique needs of all students had the highest level of disagreement. The overwhelming majority of the participants believed that the reading program helped students become more proficient readers. The analysis of the PSSA scores indicated very little difference in proficiency categories between this cohort's fourth and sixth grade scores. After two years of instruction with the new reading program, the proficiency categories did not significantly change.
Download or read book Taking Action written by Austin Buffum and published by Solution Tree. This book was released on 2017-09-22 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Response to intervention (RTI) is the most effective process for ensuring student success, using differentiated instruction to provide the time and support necessary. This comprehensive implementation guide covers every element required to build a successful RTI at WorkTM program in schools. The authors share step-by-step actions for implementing the essential elements, instructional strategies, and tools needed to support implementation, as well as tips for engaging and supporting educators. Readers who valued the practical knowledge in Learning by Doing: A Handbook for Professional Learning Communities at WorkTM (DuFour, DuFour, Eaker, Many, and Mattos) will appreciate a similar style and practicality in Taking Action. This guide will help you incorporate the response to intervention process by allowing you to: Understand how RTI at WorkTM builds on the PLC at WorkTM process. Review the revised RTI at WorkTM pyramid and its three RTI tiers. Learn what roles teacher teams, leadership teams, and schoolwide teams play in a multi-tiered intervention structure. Understand the differences among intervention, extension, prevention, and enrichment. Avoid common missteps when implementing RTI (or MTSS). Consider why an achievement gap remains in 21st century education and how the RTI process can close that gap.
Book Synopsis Summer Learning and the Effects of Schooling by : Barbara Heyns
Download or read book Summer Learning and the Effects of Schooling written by Barbara Heyns and published by . This book was released on 1978 with total page 366 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Learning from Summer by : Catherine H. Augustine
Download or read book Learning from Summer written by Catherine H. Augustine and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: RAND researchers assess voluntary, district-led summer learning programs for low-income, urban elementary students. This third report in a series examines student outcomes after one and two summers of programming.
Book Synopsis Summer Reading Loss by : Rossi J. Volley
Download or read book Summer Reading Loss written by Rossi J. Volley and published by . This book was released on 2020 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: Summer vacation is an opportunity for students to relax from the academic demands of school. Unfortunately, during the summer break, student literacy skills decline, and growth is limited. This decline is especially significant for high-poverty students within urban public school districts. High-poverty students lose, on average, 3 months of academic learning over the summer months while other students gain or stay the same (Stein, 2016). Participating in an intensive reading program and engaging in academic experiences similar to those of their advantaged peers minimize summer reading loss (Schacter, 2003). The purpose of this program evaluation was to examine the impact a revitalized summer school program has on reading achievement for high-poverty students. This research used a mixed-methods approach. The quantitative portion of the study was conducted to determine the impact of summer school on summer reading loss for high-poverty students. It was measured by the Measures of Academic Progress (MAP). The Standardized Test for the Assessment of Reading (STAR) was used to measure the impact of the summer school instruction while teacher perception surveys and curriculum trainer interviews tracked the overall effectiveness of the summer school curriculum and implementation of the literacy strategies. The findings of the program evaluation revealed that some students made gains or avoided summer reading loss, while more students than not continued to make declines. While the findings did not completely support the author’s anticipated outcomes, this study adds to existing research of summer school programming and characteristics deemed necessary for effective summer learning experiences.
Book Synopsis Read 180 Implementation by : Robin L. Felty
Download or read book Read 180 Implementation written by Robin L. Felty and published by . This book was released on 2007 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methodological study examined the impact the READ 180 reading program has on increasing the percentage of minority and economically disadvantaged eighth grade students achieving proficiency in reading on the Pennsylvania System of School Assessment (PSSA). The descriptive case study also investigated the program's effect on students' motivation to read. Participants in the study included seven eighth grade teachers who worked exclusively with eighth grade students in an alternative education school located in an urban school district in Pennsylvania. Quantitative and qualitative data collection provided information about READ 180's effect on increasing reading proficiency on the PSSA, and teachers' perceptions about the effectiveness of the program on improving reading proficiency and students' motivation to read. Quantitative reading data from 22 eighth grade students were obtained throughout the 2006-2007 school year from 4Sight Benchmark Reading Test 1, Test 3 and Test 5. Additional quantitative data were collected through administration of the PSSA Reading test. Qualitative data were gathered from seven teachers who completed the Teachers' READ 180 Perceptions Survey, a 20-item Likert scale instrument, and five teachers who participated in subsequent interviews and classroom observations. Findings of the study showed that READ 180 improved the reading proficiency of students on the PSSA. Baseline data from 4Sight Test 1 indicated that three students read at grade level with proficiency. Posttest data from the PSSA showed that 50% of the eighth grade students read with proficiency. Research findings from the survey responses revealed teachers' perceptions that the READ 180 program improved students' reading proficiency in specific ways. A high level of agreement occurred among participants' perceptions that READ 180 improved students' decoding skills, reading fluency, vocabulary, and comprehension. Higher levels of agreement were seen in participants' perceptions that READ 180 increased students' motivation to read.
Book Synopsis The Effects of Summer Reading Programs on the Academic Achievement of Elementary Students by : Renee Darcel Deshommes
Download or read book The Effects of Summer Reading Programs on the Academic Achievement of Elementary Students written by Renee Darcel Deshommes and published by . This book was released on 2013 with total page 680 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children with weakened academic skills face the possibility of having less access to higher education, or advanced career opportunities later in life. Such disadvantages, if not addressed, may result in a series of diminished opportunities that may affect a child's overall quality of life. Several educational experts suggest that the negative effects of the academic achievement gap are cumulative, and many educational experts also believe that the achievement gap between high and low socioeconomic students continues to be a persistent problem for which few solutions have materialized. The potential for summer reading programs to be implemented as a mechanism to combat the effects of summer learning loss is an area of interest and promise in terms of overall educational policy. As such, the question of whether participation in summer reading programs positively affects the academic skills of elementary students is an educational policy issue that merits further exploration and discussion.
Book Synopsis Does a Summer Reading Program Based on Lexiles Affect Reading Comprehension? by : Chuck Wilkins
Download or read book Does a Summer Reading Program Based on Lexiles Affect Reading Comprehension? written by Chuck Wilkins and published by . This book was released on 2012 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report presents estimates from a large-scale, multi-district RCT (randomized controlled trial) on the effectiveness of a summer reading program on improving student reading comprehension for economically disadvantaged grade 3 students reading below the 50th percentile nationally. This study focused on the summer between grades 3 and 4 for three reasons: (1) independent reading demands increase dramatically in grades 3 and 4 (Chall 1983; National Research Council 1998); (2) the grade 3 to grade 4 transition was not a focus of previous studies; and (3) Texas state assessment data are available for the first time for students beginning in grade 3, and those data were used to control for baseline differences in this study. Each student in the treatment group was sent a single shipment of eight books matched to his or her reading level and interest area during the first part of the summer (June/July 2009), followed by a reminder postcard each week for six weeks. Eight books were chosen because this was the number used in two of the summer reading programs shown to have statistically significant positive effects on reading comprehension for specific subgroups (Kim 2006) or for the entire sample (Kim and White 2008). Seven previous studies examined summer reading programs, and five found a statistically significant improvement in reading achievement following implementation of a reading program (Allington et al. 2010; Butler 2010; Crowell and Klein 1981; Kim 2006; Kim and White 2008). Of the five studies that used an RCT design, three found a statistically significant effect on reading achievement (Allington et al. 2010; Kim 2006; Kim and White 2008). The current study's confirmatory finding did not replicate the findings from these studies. Two of the five RCT studies found that students sent books over the summer reported reading more books than did students who were not sent books (Kim 2007; Kim and Guryan 2010); an exploratory analysis in the current study found similar results. The summer reading program examined in this study did not include teacher support, instructional components, or parent involvement, which several previous studies had included to varying degrees--four RCTs (Kim 2006, 2007; Kim and Guryan 2010; Kim and White 2008) and one quasi-experiment (Butler 2010). These other components could potentially account for differences in observed effects across studies. Also, the program examined in the current study spanned a single summer, whereas the program examined in Allington et al. (2010) spanned three summers. Further, the current study sample consisted of economically disadvantaged students reading below the 50th percentile nationally, while the samples in the studies with statistically significant results consisted of students with economically diverse backgrounds (Kim 2006, 2007; Kim and Guryan 2010; Kim and White 2008) and were not composed exclusively of students reading below the 50th percentile nationally (Allington et al. 2010; Butler 2010; Crowell and Klein 1981; Kim 2006, 2007; Kim and Guryan 2010; Kim and White 2008). One possible inference to draw from this study, and the more recent work of Kim and colleagues (Kim and Guryan 2010; Kim and White 2008), is that some of the components that Kim and his colleagues added--in particular, personalized teacher encouragement of each student to read the books during the summer and brief, small group lessons on strategies for reading--may be essential components to success. Although such additions may be costly and time intensive for the teaching staff, many teachers find this type of activity a rewarding part of their jobs. Future scale-up research could continue to examine the issue of varied types of teacher and parent support components that Kim included (Kim 2006, 2007; Kim and Guryan 2010; Kim and White 2008). Allington (2010) found that when students were provided books over a period of three summers, even without any additional support components, student reading significantly improved. Therefore, it may be that teacher and parent support components are necessary for a summer reading program to be effective during a single summer, but may be less important if students participate in summer reading programs over a longer time period. Appended are: (1) Description of the Lexile Framework[R] for Reading; (2) Findings from previous studies of summer reading programs; (3) Student interest survey, explanatory letter, postcard, and summer reading survey; (4) Power analysis; (5) Texas Assessment of Knowledge and Skills-Lexile linking study; (6) Recruitment and study sample details; (7) Participating district profiles; (8) Description of the grade 3 Texas Assessment of Knowledge and Skills-Reading; (9) Random assignment; (10) Missing Data; (11) Summer reading survey results; (12) Models used for primary, sensitivity, and exploratory analyses; and (13) Tables of analytic output. (Contains 44 tables, 3 figures and 48 footnotes.).
Book Synopsis Impacts of a Summer Learning Program by : Duncan Chaplin
Download or read book Impacts of a Summer Learning Program written by Duncan Chaplin and published by . This book was released on 2006 with total page 77 pages. Available in PDF, EPUB and Kindle. Book excerpt: A growing body of evidence indicates that the test scores of low-income children drop significantly relative to their higher-income counterparts during the summer months. This study finds that a well-implemented summer learning program can improve reading skills and increase the extent to which parents encourage their children to read during the subsequent school year. These findings provide some support for investments in out-of-school time programming for low-income children during the summer, such as those currently coming from the 21st Century Community Learning Centers program and the Supplemental Services provisions of Title I of the "No Child Left Behind" Act. This study used random assignment, the gold standard of evaluation methods, to evaluate the effectiveness of the Building Educated Leaders for Life (BELL) program--a summer program designed to improve academic skills, parental involvement, academic self-perceptions, and social behaviors among low-income children and families. Over 1,000 elementary school children who applied to BELL summer programs in New York and Boston in 2005 were randomly chosen to be in either a treatment group that was selected to participate in the BELL summer program, or a comparison group that was not. Independent researchers collected student reading tests (Gates-MacGinitie) and student and teacher surveys. The study found that children in the BELL treatment group gained about a month's worth of reading skills more than their counterparts in the comparison group during the summer. This is a modest, yet notable increase in reading skills for a six-week program. The study also found evidence of positive impacts on the degree to which parents encouraged their children to read. No impacts were found on academic-self perceptions or social behaviors. Overall, this study provides scientifically rigorous evidence regarding the ability of the BELL summer program to improve the reading skills of low-performing elementary school children. Few out-of-school time programs have produced evidence of effectiveness when evaluated in such a rigorous manner. The results are of particular importance given the longstanding public policy focus on raising achievement levels of low-income students. The following are appended: (1) Changes from Original Analysis Plans; (2) Adjusting for Time in School before Test; (3) Robustness Tests; (4) Supplementary Tables; and (5) BELL 2005 Parent Survey. (Contains 14 tables.).
Download or read book Read to Succeed written by Joy Court and published by Facet Publishing. This book was released on 2011-08-31 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: Concern about children's reading is an international issue highlighted by continuing OECD research. Government actions such as the priority given to reading in the review of the National Curriculum reflect current UK concern. Reading is an essential life skill not only for an individual's development and life chances but for social cohesion and a developed democracy. In an era of public spending cuts it is important to reflect upon the impact that libraries can have in growing readers for the future. This much-needed book provides valuable evidence of successes so far both nationally and internationally, and offers ideas for future development as well as inspiration for current practice. An edited collection contributed by expert practitioners, it covers all aspects of promoting reading to and with children and young people from birth right through to teenage years, including the following key topics: the importance of Bookstart how children begin to read creating young readers literacy, libraries and literature in New Zealand the Summer Challenge in libraries Stockport does Book Idol restoring reading to the classroom promoting excellence - shadowing the CILIP Carnegie and Kate Greenaway medals local book awards the sport of reading libraries and partnerships the hard to reach reader in the 21st century creative reading. Readership: Offering future scoping for managers and aiming to inspire partnership and cooperation, this will be invaluable reading for practitioners and students of librarianship in both the public and school sectors. It will also be of great interest to all teachers, consultants and educators concerned with literacy and reading, and to policy makers in both the school and library sectors.
Book Synopsis Making Summer Count by : Jennifer Sloan McCombs
Download or read book Making Summer Count written by Jennifer Sloan McCombs and published by Rand Corporation. This book was released on 2011 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students typically lose knowledge and skills during the summer, particularly low-income students. Districts and private providers can benefit from the evidence on summer programming to maximize program effectiveness, quality, reach, and funding.
Book Synopsis The Impact of a Guided Reading Program: Student Results and Teachers' Perceptions by : Bradley-Brown
Download or read book The Impact of a Guided Reading Program: Student Results and Teachers' Perceptions written by Bradley-Brown and published by . This book was released on 2007 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is a Title 1 school in an urban setting using the School District-selected Guided Reading Program as the innovation to help teach reading and increase reading levels. Reading achievement was evaluated by results of two instruments, which are: the Developmental Reading Assessment (DRA) and the Dynamic Indicators of Basic Early Literacy (DIBELS).
Book Synopsis Handbook of Response to Intervention by : Shane R. Jimerson
Download or read book Handbook of Response to Intervention written by Shane R. Jimerson and published by Springer. This book was released on 2015-09-21 with total page 737 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Second Edition of this essential handbook provides a comprehensive, updated overview of the science that informs best practices for the implementation of response to intervention (RTI) processes within Multi-Tiered Systems of Support (MTSS) to facilitate the academic success of all students. The volume includes insights from leading scholars and scientist-practitioners to provide a highly usable guide to the essentials of RTI assessment and identification as well as research-based interventions for improving students’ reading, writing, oral, and math skills. New and revised chapters explore crucial issues, define key concepts, identify topics warranting further study, and address real-world questions regarding implementation. Key topics include: Scientific foundations of RTI Psychometric measurement within RTI RTI and social behavior skills The role of consultation in RTI Monitoring response to supplemental services Using technology to facilitate RTI RTI and transition planning Lessons learned from RTI programs around the country The Second Edition of the Handbook of Response to Intervention is an essential resource for researchers, graduate students, and professionals/scientist-practitioners in child and school psychology, special and general education, social work and counseling, and educational policy and politics.
Book Synopsis Teachers' Perceptions of Factors that Influence Children's Reading Progress Among Specific Students at Hambright Elementary School by : Anna M. Rohrer-Ressler
Download or read book Teachers' Perceptions of Factors that Influence Children's Reading Progress Among Specific Students at Hambright Elementary School written by Anna M. Rohrer-Ressler and published by . This book was released on 1999 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt:
