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Dissertations / Theses on the topic 'Summer reading programs'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 March 2023

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1

Barr-Cole, Dianne O. "An evaluation of an intense summer reading intervention program /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7621.

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2

Varian, Melissa. "MUGC summer enrichment program and reading achievement program evaluation /." [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=895.

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3

Robertson, Mark. "An Evaluation of a School-Based Summer Literacy Program." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/18719.

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The purpose of this study was to evaluate the change in oral reading fluency among a sample of students (N = 44) who were randomly assigned a summer school placement. A second goal was to identify relationships between student background characteristics, student learning engagement, and reading fluency outcomes among those students who participated in summer school. Results indicated that students who were assigned to or participated in summer school did not achieve statistically greater summer learning outcomes than students who did not participate. However, summer school participants showed substantial growth in fluency outcomes during the summer intervention period. Implications for summer programs are discussed.

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4

Doll, Brooke. "Summer Reading: Successful Practices and Implementation." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1575541917655506.

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5

Potoczny, Kelli A. "The effect of Marshall University's Summer Enrichment Program on reading gains program evaluation, II /." Huntington, WV : [Marshall University Libraries], 2007. http://www.marshall.edu/etd/descript.asp?ref=778.

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6

Dolin, Justa L. "Attendance and reading gains Marshall University Summer Enrichment Program /." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=676.

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7

Hinzman, Michelle Lynn. "Relationship between characteristics of teachers, their knowledge of reading, and the code-focused reading instruction provided during an intensive summer reading program." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6763.

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Approximately 80% of students with learning disabilities (LD) experience difficulties learning to read (Shaywitz, Morris, & Shaywitz, 2008). Many schools have begun offering intensive summer reading programs in an effort to enhance the reading of students with and at risk for LD. Yet, remarkably little is known about the teachers who staff these programs and are tasked with teaching students with some of the most significant reading needs. For this reason, this study investigated the relationship between characteristics of summer reading teachers, their knowledge of reading, and the code-focused reading instruction they provided in the classroom during an intensive summer reading program for students with and at risk for LD. Data for this study were collected by the Iowa Reading Research Center as part of its Intensive Summer Reading Program (ISRP) study. In total, 74 teachers participated in this study. In addition to completing the Teacher Knowledge of Early Literacy Skills test, each teacher’s classroom was observed one day each week during the ISRP study. Findings of multiple regression analysis indicate that summer reading teachers certified in special education spent 4.1% less of their overall instructional time on code-focused instruction in comparison to general education teachers. Additionally, summer reading teachers who scored higher on the TKELS spent less time on code-focused instruction. Finally, years of teaching experience and years of experience teaching students achieving below grade level were not useful in predicting variation in the amount of code-focused instruction teachers provided during the intensive summer reading program.

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8

Cottle-Willard, Elizabeth. "Reading achievement for students in Marshall University Graduate College's 2005 Summer Enrichment Program program evaluation." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=678.

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9

Harvey, Brenda Sue. "Cohesion, instruction time and reading performance at MUGC summer enrichment program /." [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=899.

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10

McGaha, Julie Marie. "Student perceptions of reading motivation in a voluntary summer reading program a mixed methods dissertation /." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1252424401/.

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11

Holz-Russell, Katie J. "Implementation of a reading curriculum in a 6 week summer enrichment program." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/KHolzRussell2007.pdf.

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12

Zayac, Ryan M. Johnston James M. "Direct instruction reading effects of the Reading Mastery Plus - Level K program on preschool children with developmental delays /." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Psychology/Dissertation/Zayac_Ryan_14.pdf.

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13

Gillette, Louise M. "A summer reading program for kindergarten through second grade utilizing whole language and literature-based instruction." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/326.

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14

Voet, Dustin Michael. "Potential Social Emotional Benefits from Academic Interventions Provided During a Summer Reading Program." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1553699894820577.

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15

Doan, Melissa A. "Evaluation of reading achievement for students of the Carroll County Public School System's 2006 Summer Enrichment Program." Huntington, WV : [Marshall University Libraries], 2007. http://www.marshall.edu/etd/descript.asp?ref=742.

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16

Breymaier, Susan M. "The effects of the Reading Academy Intensive Support Education (RAISE) Summer School Program on students' Third Grade Reading Guarantee (TGRG) assessment scores." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525986233056296.

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17

Phillips, Whitney Ann. "Evaluation of the Effectiveness of the Students and Teachers Achieving Reading Success Program for First Graders." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3361.

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Most students progress in learning when school is in session. However, during the summer months formal education often ends, and many of the gains students make during the academic year are lost over the summer break. The Alpine School District developed the Students and Teachers Achieving Reading Success (STARS) program, an extensive summer reading program for struggling readers. The purpose of this study was to evaluate the effectiveness of the STARS program on reading ability for students exiting the first grade, as measured by the Developmental Reading Assessment 2 (DRA2). Results from a mixed-method ANOVA indicated that STARS students performed better than a nonequivalent control group (p < .001). Results from the multilevel growth modeling analysis provide evidence that the STARS participants performed better than those who were eligible for the program but did not participate. STARS participants improved in their reading ability at a significantly higher rate than students who were not eligible for the program and did not participate. The results indicated that the reading achievement gap of STARS participants narrowed by the end of second grade. Moderation variables were not statistically significant in their impact of reading trajectories between STARS participants and nonparticipants.

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18

Fradley, Katie. "The effect of a summer school literacy program on the reading attitudes of elementary school struggling readers." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002315.

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19

Alchin, Danielle. "Evaluation of the Effectiveness of the Third Grade Summer Reading Camp Intervention Program in a Larger Urban School District." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5759.

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This study sought to evaluate the effectiveness of the third grade Summer Reading Camp (SRC) in a large urban school district. The SRC curriculum was assessed to determine if it aligned with effective remediation and filled the third grade students' knowledge voids in reading. The study further analyzed how the school district officials selected the curriculum content utilized in the SRC. This study was conducted using qualitative and quantitative methods. Data were collected through questionnaires and interviews of school district personnel on the SRC committee regarding the implementation of the 2012 lesson plan, and from students' Winter Benchmark Assessment scores. The school district implemented the SRC to fulfill a state requirement that all students who received a Level 1 on the reading Florida Comprehensive Assessment Test (FCAT) Reading must receive remediation. The SRC committee designed the curriculum using the state reading benchmarks and decided the activities required during SRC would be whole group, small group, writing, and independent reading. The program was to be evaluated each year using teacher and administrator survey data and the analysis of test scores to determine changes to be implemented. Of the 10 benchmarks assessed on the school district reading benchmark test, only three were aligned with the students' knowledge voids. There were a total of eight FCAT tested reading benchmarks that were not taught during SRC. The researcher suggests the school district re-align the curriculum with the needs of the students as identified by the Winter Reading Benchmark. It is further recommended that each student's specific remediation needs be evaluated to ensure the curriculum is meeting the needs of all the students in attendance at SCR.
Ed.D.
Doctorate
Teaching, Learning, and Leadership
Education and Human Performance
Educational Leadership; Executive

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20

Ullery, Mary Anne. "An Examination of the Effects of a Summer Book-Reading Program on the Language and Early Literacy Outcomes of Toddlers from High Risk Environments." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/632.

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The current study examined the impact of an early summer literacy program and the mediating effects of the home literacy environment on the language and literacy outcomes of a group of children at-risk for long-term developmental and academic delays. Participating children (n=54) were exposed to an intensive book-reading intervention each summer (June through mid August) over a 3-year period. The current study implemented an ex post facto, quasi-experimental design. This nonequivalent group design involved a pretest and posttest over three time points for a non-randomized treatment group and a matched non-treatment comparison group. Results indicated that literacy scores did improve for the children over the 3-year period; however, language scores did not experience the same rate of change over time. Receptive language was significantly impacted by attendance, and race/ethnicity. Expressive language was impacted significantly by gestational age and attendance. Results also indicated that language outcomes for young children who are exposed to a literacy program were higher than those who did not participate; however, only receptive language yielded significance at the p This study concluded that at-risk young children do benefit from center-based literacy intervention. This literacy experience, however, is also driven by the children’s home environment, their attendance to the program, whether they were premature or not and the type of caregiver.

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21

Bing, Kathleen Mary. "The Role Children's Librarians Play in Fostering Literacy in the Community." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237778483.

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22

Sochocki, Eric. "An Analysis of a Large Urban School District's Eighth-Grade Summer Reading Camp Curriculum and Student Performance Knowledge Voids." Doctoral diss., 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6191.

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This study sought to determine if the 2012 Eighth Grade Summer Reading Camp curriculum was aligned with the students' needs. To determine if curriculum alignment existed, the researcher completed a qualitative and quantitative study. The qualitative study consisted of interviewing the school district program development team to ascertain how the curriculum was designed. The quantitative segment involved running descriptive statistics for student performance on the Pre-program Benchmark Examination. The determined student knowledge voids were compared to the amount of instructional time spent taught teaching those individual benchmarks to ascertain if the curriculum was aligned with student need. The curriculum was determined to not be aligned with the performance deficiencies of the students.
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education and Human Performance
Educational Leadership; Executive Track

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23

Ballato, Pamela Rourke. "The effects of a summer school literacy program on the reading achievement of elementary students with disabilities /." 2005. http://wwwlib.umi.com/dissertations/fullcit/3177520.

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24

Lee, Chia-fang, and 李嘉芳. "The Effect of a Summer Academic Assistance Program on the Reading Abilities of Disadvantaged Children: An example in Taitung." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/e4dwdc.

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碩士
國立臺東大學
特殊教育學系碩士班
96
This study investigated the effect of A summer Academic Assistance Program on the reading-related abilities of disadvantaged students. Using 4 elementary schools in Taitung County who participated in

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25

Yu, Yuan-Chi, and 游媛淇. "Effects of an Online Summary-Writing Program on EFL Freshmen’s Improvement in Reading Comprehension, Vocabulary Knowledge and Summary-Writing." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/35818486150089338607.

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碩士
東海大學
外國語文學系
100
The purpose of this study is to examine the effect of an on-line summary-writing program, WriteToLearn, on EFL freshmen’s improvement in reading comprehension, vocabulary knowledge and summary-writing. This study also aims at investigating if the effectiveness of WriteToLearn program is different on EFL learners at two different reading proficiency level. The participants, 33 EFL freshman English majors in central Taiwan, were grouped into a high-level reading group or a low-level reading group. The two groups received the WriteToLearn summary-writing training for 14 weeks. Their pretest and posttest scores of reading-comprehension test and Vocabulary Knowledge Test were collected and analyzed. Their summary-writing performance during the training session was recorded and evaluated. The results showed that upon the completion of the WriteToLearn summary-writing training, the low-level reading group had a significant improvement in reading comprehension while the high-level reading group improved little. Both groups improved significantly in vocabulary knowledge. As for summary-writing, both groups demonstrated in their summaries lower percentage of spelling mistakes and repeated content. Both groups showed a tendency of lower percentage of copying, but their ability of excluding unimportant content fluctuated throughout the training. Pedagogical implications are discussed and research suggestions are offered.

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