Journal articles: 'Summer reading programs'

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Fiore, Carole D. "Summer library reading programs." New Directions for Youth Development 2007, no. 114 (2007): 85–98. http://dx.doi.org/10.1002/yd.215.

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Pindiprolu, Sekhar S., and Lori J. Marks. "Preventing Summer Reading Slide: Examining the Effects of Two Computer-Assisted Reading Programs." Rural Special Education Quarterly 39, no. 3 (May 4, 2020): 116–27. http://dx.doi.org/10.1177/8756870520914281.

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Students who display reading difficulties/disabilities at the end of third grade are less likely to succeed in content areas and graduate from high school than their reading-proficient peers. Literature suggests that students in rural school districts lag behind their suburban peers in terms of their reading levels and accessibility to resources. Furthermore, students from low socioeconomic status (SES) households and those who have disabilities exhibit greater learning loss during the summer break. This exploratory study examined the effects of two parent-implemented computer-based reading programs on the reading skills of 20 students at-risk for reading failure during a summer break. Parental and students’ perceptions regarding the effectiveness and desirability of the programs were elicited. Results suggested that both programs facilitated gains in phonemic awareness and phonics. Furthermore, students in the Funnix group exhibited large gains in vocabulary and oral reading fluency, and the students in the PLATO group exhibited large gains in comprehension. Most of the students indicated they liked the programs and the programs helped them read. Similarly, most of the parents agreed that the programs were useful, and they were comfortable using the programs. A description of the computer programs, results, implications, and limitations of the study are discussed.

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Bogel, Gayle. "Public Library Summer Reading Programs Contribute to Reading Progress and Proficiency." Evidence Based Library and Information Practice 7, no. 1 (March 9, 2012): 102. http://dx.doi.org/10.18438/b8g898.

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Abstract Objectives – To explore summer reading partnerships between public libraries and school libraries, and the impact on student achievement in reading. Design – The design is mixed methods: tests, interviews and surveys. Setting – Eleven US sites involving school and public library partners. Subjects – A total of 357 elementary school students entering fourth grade that met specific criteria. Parents, teachers, school librarians and public librarians were also included. Methods – This study occurred over a three year period from 2006-2009. It was developed as a partnership between Dominican University, the Colorado State Library Agency and the Texas Library and Archives Commission. Additionally, the Center for Summer Learning at Johns Hopkins University was contracted to conduct the research. It was designed to explore the research question central to a 1978 study by Barbara Heyns. An advisory committee, with representatives from each partner agency, developed evaluation questions and established the objective selection criteria for participants in the study. The criteria included: at least 50% of students qualifying for free and reduced price meals; at least 85 percent of school population would take the reading proficiency test in English; public library summer reading programs with a minimum of six weeks of programming; a history of collaboration between the paired school and public library applicants; both school and public library would sign a partnership agreement and participate in conference calls. In spring of 2008, students at participating sites were given a pre-test using the Scholastic Reading Inventory, and also provided with special summer reading logs developed for the study, to be used during their subsequent participation in the public library summer reading programs. In fall of 2008, the same children were tested on the Scholastic Reading Inventory. In addition, surveys of students, parents, teachers and library staff were administered, as well as a structured interview of library staff. Main Results – The students who participated in the public library summer reading program did not experience summer loss in reading as measured by the post test administered in their schools. The researchers note patterns in the demographics of students who chose to participate (participation was self-selected and voluntary): predominantly Caucasian girls above poverty level, who generally scored well on reading tests. Those who participated in the study also used libraries, had more books in their homes, and parents who used libraries and provided literacy activities at home. Teachers found that students who participated in the program started the school year ready to learn, had improved reading achievement and displayed stronger motivation, enjoyment and confidence in reading. Parents of students who participated in the program also strongly agreed that their children where better prepared to begin the school year. Conclusion – The results from this study confirmed findings from an earlier study (Heyns, 1978) and subsequent related research that summer reading programs in public libraries can contribute to maintaining reading progress and proficiency, and that the recreational reading that is available to all students regardless of socioeconomic status through the public library can make a difference in reading scores. In this article the researchers presented results and conclusions based on selected subsets of the results in the full study. The participants were self-reported and no control group was established. The researchers also use the results of the study as a starting point to provide a call to action that highlights the value of public library summer reading programs, and the need for the education community to invest in partnerships with public libraries, particularly in communities that serve children and families in low-economic or depressed areas. They also note the need to include parents and grandparents in outreach efforts.

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Folsom, Jessica S., Deborah K. Reed, Ariel M. Aloe, and Sandra S. Schmitz. "Instruction in District-Designed Intensive Summer Reading Programs." Learning Disability Quarterly 42, no. 3 (April 9, 2018): 147–60. http://dx.doi.org/10.1177/0731948718765207.

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This study reports on the instruction provided in district-designed intensive summer reading programs. The Tier 3 intervention was provided to 374 students from 24 school districts who were not meeting the end of third-grade reading benchmarks; students were exiting third grade and entering fourth grade. Observations of the 40 classes were conducted near the beginning, middle, and end of the average 23 days of instruction, and analyzed to capture the proportion of time spent in various instructional groupings (e.g., whole class, small group) and components (e.g., phonological awareness, comprehension). Findings revealed that most time was spent in whole-class instruction, despite the need to offer students a more intensive intervention. Only two thirds of instructional time was spent specifically in reading-related activities. Approximately 30% of literacy instruction was code-focused (e.g., phonics), and 70% was meaning-focused (e.g., comprehension). The discussion addresses the alignment of observations with prior research on effective instruction and implications for designing future district-designed intensive summer reading programs.

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Small, Ruth V., Marilyn P. Arnone, and Erin Bennett. "A Hook and a Book: Rewards as Motivators in Public Library Summer Reading Programs." Children and Libraries 15, no. 1 (March 8, 2017): 7. http://dx.doi.org/10.5860/cal.15n1.07.

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Summer reading programs (SRPs) in public libraries have been a stalwart of programming for youth for more than a century. These programs are intended to encourage students to continue reading throughout the summer, practice communication skills, and develop a lifelong voluntary reading habit--a love of reading--in the context of a safe and friendly learning environment.

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Reed, Deborah K., Kevin M. Cook, and Ariel M. Aloe. "A Cost–Benefit Analysis of Summer Reading Programs Implemented Under State Guidelines." Educational Policy 34, no. 4 (September 26, 2018): 594–618. http://dx.doi.org/10.1177/0895904818802112.

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This study investigated the costs of different summer reading programs and compared costs to the benefits of summer school as a way to avoid retaining students not reading proficiently at the end of third grade. Per pupil costs ranged from US$1,665 to US$2,194. The average cost was US$1,887 (range: US$266-US$5,552) with 82% of overall expenses attributable to personnel. Results indicate that offering summer reading programs could save schools across the state a total of between US$70.6 million and US$75.5 million in expenses related to providing an extra year of school had all eligible students been retained in third grade instead. This equates to about US$4 in benefit for every dollar invested in summer programs.

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Lauer, Patricia A., Motoko Akiba, Stephanie B. Wilkerson, Helen S. Apthorp, David Snow, and Mya L. Martin-Glenn. "Out-of-School-Time Programs: A Meta-Analysis of Effects for At-Risk Students." Review of Educational Research 76, no. 2 (June 2006): 275–313. http://dx.doi.org/10.3102/00346543076002275.

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Schools and districts are adopting out-of-school-time (OST) programs such as after-school programs and summer schools to supplement the education of low-achieving students. However, research has painted a mixed picture of their effectiveness. To clarify OST impacts, this synthesis examined research on OST programs for assisting at-risk students in reading and/or mathematics. Researchers analyzed 35 OST studies that employed control or comparison groups and met other inclusion criteria. Meta-analyses indicated small but statistically significant positive effects of OST on both reading and mathematics student achievement and larger positive effect sizes for programs with specific characteristics such as tutoring in reading. Whether the OST program took place after school or during the summer did not make a difference in effectiveness.

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Stein, Marc L. "Supporting the Summer Reading of Urban Youth." Education and Urban Society 49, no. 1 (July 27, 2016): 29–52. http://dx.doi.org/10.1177/0013124516630595.

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This article presents an evaluation of the first 2 years of a research-based summer learning program that provided self-selected and developmentally appropriate books to students in low-income and low-resource elementary schools by a local philanthropic organization in a large urban district. The evaluation found evidence of a positive effect of participation in the program on the state year-end standardized reading assessment but found no statistically significant effects on the proximal measures of reading achievement in the fall after summer vacation. The article also provides an analysis of implementation of the program and lessons learned that could be useful to other organizations that are interested in implementing similar programs.

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Lovan, Katherine. "Blowing Up Summer Reading: One Library’s Approach." Children and Libraries 17, no. 1 (March 14, 2019): 19. http://dx.doi.org/10.5860/cal.17.1.19.

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Summer reading can be a beloved and anticipated, but sometimes loathed, tradition among librarians…and, let’s face it, some kids as well. Once we had reached the people who liked our traditional approach to our summer reading program (SRP), we sought to increase participation. Surveys helped us identify barriers to participation. We found that families struggle with time to visit the library or they may be frustrated with restrictive SRP rules (they lose their tracking sheets, go on vacation, etc.). The families are, however, looking for programs that target their children’s specific interests, especially ones to help the children build skills, as opposed to regular programming designed to appeal to a wider audience.

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Williams, Jessica, Thomastine Sarchet, and Dawn Walton. "Reading and Writing Instruction for Academically At-Risk Deaf and Hard of Hearing First-Year College Students." Community College Review 50, no. 1 (October 27, 2021): 30–50. http://dx.doi.org/10.1177/00915521211047672.

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Objective/Research Question: Students with disabilities, including deaf and hard of hearing (DHH) students, are enrolling in college at rates higher than in the past with most of them pursuing an associate’s degree. For DHH students, their reading ability is a predictor of their academic achievement in college. However, more than half of DHH students enroll in remedial reading and writing college courses indicating they are not reading and writing at a college level and putting them at-risk for non-completion. In addition, remedial reading and writing courses often do not count for credit toward graduation and may hinder rather than support student progress. One way to mitigate the need for remedial coursework during college is to provide the remedial instruction in a low-stakes manner through summer bridge to college programs. The purpose of the present study was to measure the effects of remedial reading and writing instruction provided through a summer bridge program on first-year, academically at-risk DHH college students’ ( N = 20) reading and writing abilities. Methods: Using a pretest/posttest design, we implemented remedial reading and writing instruction for 2 hours a day, 5 days a week for 5 weeks. Results: Upon the completion of instruction, the student participants’ reading and writing skills improved. Conclusions/Contributions: Our findings may encourage researchers to attempt remedial instruction through summer bridge programs with other populations with disabilities or English language learners.

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Tvaruzka, Kathryn. "Warning: Children in the Library! Welcoming Children and Families into the Academic Library." Education Libraries 32, no. 2 (September 19, 2017): 21. http://dx.doi.org/10.26443/el.v32i2.279.

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While library programming for children is a staple in most public libraries, it is quite rare in the academic setting. In 2006 the education librarian at the University of Wisconsin-Eau Claire began offering literacy programs in a library that traditionally discouraged children and community members from using its resources. Successful programs now include monthly story time sessions, events for families, and a summer reading program for at-risk youth who participate in the Reading Partners and Upward Bound programs. Positive outcomes include media attention garnered both on and off campus, high attendance at programs, and increased collaboration with campus and community organizations.

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Reed, Deborah K., Ariel M. Aloe, Adam J. Reeger, and Jessica Sidler Folsom. "Defining Summer Gain Among Elementary Students With or at Risk for Reading Disabilities." Exceptional Children 85, no. 4 (January 23, 2019): 413–31. http://dx.doi.org/10.1177/0014402918819426.

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Summer reading programs are a form of extended school year services for students in special education. However, previous studies have not reported including high percentages of participants in special education, nor have studies sufficiently controlled for selection bias. This study combined propensity score weighting with partially clustered models to examine the effects of a summer reading program on the growth in reading skills of K–4 students, roughly 50% to 75% of whom were in special education. Results suggest that students in most grades improved on some but not all skills. However, fewer improvements were apparent when participating students were compared with peers via propensity score analyses. In addition, Grade 3 students in the control group outperformed their peers who attended summer school.

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Grenier, Charles. "A Survey of College Freshmen Summer Reading Programs in the United States." International Journal of the Book 3, no. 2 (2007): 77–84. http://dx.doi.org/10.18848/1447-9516/cgp/v04i02/36575.

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Fidler, Dorothy S. "Getting Students Involved from the Get-Go: Summer Reading Programs across the Country’." About Campus: Enriching the Student Learning Experience 2, no. 5 (November 1997): 32. http://dx.doi.org/10.1177/108648229700200509.

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Cooper, Harris, Barbara Nye, Kelly Charlton, James Lindsay, and Scott Greathouse. "The Effects of Summer Vacation on Achievement Test Scores: A Narrative and Meta-Analytic Review." Review of Educational Research 66, no. 3 (September 1996): 227–68. http://dx.doi.org/10.3102/00346543066003227.

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A review of 39 studies indicated that achievement test scores decline over summer vacation. The results of the 13 most recent studies were combined using meta-analytic procedures. The meta-analysis indicated that the summer loss equaled about one month on a grade-level equivalent scale, or one tenth of a standard deviation relative to spring test scores. The effect of summer break was more detrimental for math than for reading and most detrimental for math computation and spelling. Also, middle-class students appeared to gain on grade-level equivalent reading recognition tests over summer while lower-class students lost on them. There were no moderating effects for student gender or race, but the negative effect of summer did increase with increases in students’ grade levels. Suggested explanations for the findings include the differential availability of opportunities to practice different academic material over summer (with reading practice more available than math practice) and differences in the material’s susceptibility to memory decay (with fact- and procedure-based knowledge more easily forgotten than conceptual knowledge). The income differences also may be related to differences in opportunities to practice and learn. The results are examined for implications concerning summer school programs and proposals concerning school calendar changes

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Becnel, Kim, Robin A. Moeller, and Nita J. Matzen. "“Somebody Signed Me Up”: North Carolina Fourth-Graders’ Perceptions of Summer Reading Programs." Children and Libraries 15, no. 3 (September 28, 2017): 3. http://dx.doi.org/10.5860/cal.15.3.3.

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The long-term goal of the researchers involved in this study is to discover methods that public libraries can use to improve their summer reading programs (SRP) and expand participation of students from traditionally underrepresented groups. This small pilot study was designed to answer some important preliminary questions: How do children decide whether or not to participate in SRPs? What motivates children to participate and what barriers might inhibit participation? Finally, what factors might motivate those who do not participate to take part?

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Cardone, Samantha, and Elisabeth Gattullo Marrocolla. "All Aboard the Darien Express! A Creative Mystery-Themed SRP." Children and Libraries 17, no. 1 (March 14, 2019): 14. http://dx.doi.org/10.5860/cal.17.1.14.

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Storytimes. STEM initiatives. Outreach visits. Book groups. Together, these services form the foundation of youth library programming. Although a mix of programs is important to year-round librarianship, one time of year stands above the rest, providing a framework to draw people into the library in numbers far exceeding the school year. We speak, of course, of the pièce de résistance of youth library programming—summer reading programs.

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Parker Peters, Megan, Jeanne Gilliam Fain, and Sarah Duncan. "Explore for More: Enhancing Students’ Literacy through a School-Family-University Partnership." International Journal of Education and Literacy Studies 6, no. 3 (July 31, 2018): 9. http://dx.doi.org/10.7575/aiac.ijels.v.6n.3p.9.

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Many educator preparation programs desire to partner with P-12 and community groups. The authors showcase the development of a P-12 School-University-Family partnership. Partnership goals included literacy growth and interest among linguistically and culturally diverse P-12 learners while also providing a sustainable training ground for current and future educators. Instead of decreasing students’ literacy skills over the summer months, elementary students (n=40) experienced growth in both reading skills and enjoyment (p < 0.05) after participating in the discussed summer literacy program. Beyond student benefits, it should be remembered that both educator preparation programs (EPPs) and P-12 schools have much to offer each other and benefit reciprocally when they work together; methods for forming and sustaining a productive partnership are discussed. Recommendations for sustainability and future plans are discussed.

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Kraft, Matthew A., and Manuel Monti-Nussbaum. "Can Schools Enable Parents to Prevent Summer Learning Loss? A Text-Messaging Field Experiment to Promote Literacy Skills." ANNALS of the American Academy of Political and Social Science 674, no. 1 (October 25, 2017): 85–112. http://dx.doi.org/10.1177/0002716217732009.

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The vast differences in summer learning activities among children present a substantial challenge to providing equal educational opportunity in the United States. Most initiatives aimed at reversing summer learning loss focus on school- or center-based programs. This study explores the potential of enabling parents to provide literacy development opportunities at home as a low-cost alternative. We conduct a randomized field trial of a summer text-messaging pilot program for parents focused on promoting literacy skills among first through fourth graders. We find positive effects on reading comprehension among third and fourth graders, with effect sizes of .21 to .29 standard deviations, but no effects for first and second graders. Texts also increased attendance at parent-teacher conferences but not at other school-related activities. Evidence to inform future efforts to reverse summer learning loss is provided by parents’ responses to a follow-up survey.

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Roberts, Megan. "Under the Rainbow: Light the Way Grant Focuses on LGBT Families." Children and Libraries 13, no. 2 (June 8, 2015): 3. http://dx.doi.org/10.5860/cal.13n2.3.

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It seems the best projects begin with a simple conversation, an idea mentioned in passing. For me and Erin Iannacchione, this is exactly how Family Story Time started.In 2012, I approached Erin about marketing public library summer reading programs to the families and young children at the LGBT Center of Raleigh Library only to find out they didn’t have any offerings for families and children. Soon I was planning our very first storytime.

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Reed, Deborah K. "Reading Interventions Delivered Outside of School: Introduction to the Special Issue." Learning Disability Quarterly 42, no. 3 (September 17, 2018): 132–34. http://dx.doi.org/10.1177/0731948718795263.

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Interventions for individuals with or at risk for reading disability (RD) need not occur only during the typical school day. Educators and researchers have been actively seeking opportunities to extend literacy learning through home-based, summer, and other tutoring programs. Nevertheless, alternative settings can pose greater difficulty with maintaining participation and ensuring high quality experiences. This introduction to a special issue on reading interventions delivered out-of-school explains the importance of exploring wraparound services and the reasons behind the challenges these forms of intervention face. It then summarizes the key purposes and findings of the three articles composing the special issue, which span early childhood as well as the school-age years.

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Grad, Kimberly. "School Age Programs and Services Committee: Out of School Time: Inspiring Engagement in Children’s Programming." Children and Libraries 19, no. 2 (June 4, 2021): 33. http://dx.doi.org/10.5860/cal.19.2.33.

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Programming for school age children has experienced a radical shift in the last year due to the pandemic. Out-of-school time or “after school” has taken on a different tone as some children learn at home and some are back at school.And yet, with virtual programming libraries continue to provide a bridge between home and school. Children’s librarians are digging deeper into the well of programming ideas to provide engaging library related activities. In our first column, we offer some concrete program ideas that can be utilized throughout the year when school is in session or during summer reading programming.

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Wang, Ying, and Duane Shuttlesworth. "Close the Achievement Gap With Professional Development." International Journal of Teacher Education and Professional Development 3, no. 1 (January 2020): 88–101. http://dx.doi.org/10.4018/ijtepd.2020010106.

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Professional development of teachers and the role it plays in improving teacher quality is a topic of considerable interest. The authors of this study examined the effectiveness of professional development (PD) to improve the quality of teaching for 21 reading teachers participating in a No Child Left Behind Summer Reading Institute. Data collection occurred over the four-week period of the Institute and two follow up sessions during the academic year 2017-2018. Data evaluation was both quantitative and qualitative in nature. The results suggest that PD helped this group of Mississippi Delta reading teachers improve in both content knowledge and pedagogical practice. The authors conclude that such PD plays a critical role in improving teacher quality from the underrepresented and underserved areas of the Mississippi Delta. Future studies could investigate the direct effects of PD programs such as that offered by the Institute on participating teachers students' learning outcomes.

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Springer, D. Gregory. "Students’ Perspectives on the Master’s Degree in Music Education." Journal of Music Teacher Education 30, no. 1 (August 20, 2020): 79–92. http://dx.doi.org/10.1177/1057083720951447.

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The purpose of this study was to investigate currently enrolled students’ perceptions of the master’s degree in music education (MME). A national sample of 136 MME students completed a web-based questionnaire. The most common motivations for enrolling in MME programs were to become a better teacher, to get a higher salary, to gain academic stimulation through graduate-level coursework, and to create a possible pathway to doctoral study in the future. However, motivational differences were evident based on respondents’ degree format (academic year, online, summer, or hybrid). Respondents indicated that they learned about research primarily through reading and discussing research articles, and learned about pedagogy primarily through reading articles on pedagogy/teaching strategies and watching and reflecting on personal teaching videos. I explore implications for music teacher education given these findings as well as respondents’ reports of MME program strengths and areas needing improvement.

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Weyer, Shelley L. "A Review of “Start to Finish: YA Programs, Hip-Hop Symposiums, Summer Reading Programs, Virtual Tours, Poetry Slams, Teen Advisory Boards, Term Paper Clinics, and More!”." Journal of Access Services 6, no. 4 (October 2, 2009): 532–33. http://dx.doi.org/10.1080/15367960903166890.

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Roman, Susan, Deborah T. Carran, and Carole D. Fiore. "A Welcome Dialogue Concerning the Need for Research on the Effectiveness of Summer Library Reading Programs: A Response to Ray Lyons's Critique." Public Library Quarterly 30, no. 2 (April 2011): 177–78. http://dx.doi.org/10.1080/01616846.2011.578055.

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Gold, Anne U., Rachel Atkins, and Karen S. McNeal. "Undergraduates Graph Interpretation and Scientific Paper Reading Shift from Novice- to Expert-like as a Result of Participation in a Summer Research Experience: A Case Study." Scholarship and Practice of Undergraduate Research 5, no. 2 (2021): 7–19. http://dx.doi.org/10.18833/spur/5/2/2.

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Research Experiences for Undergraduate (REU) programs often introduce students to scientific research and STEM career possibilities. However, the program impact on students and their research skill development is not well understood. In a case study with 10 REU students, the authors used eye-tracking and self-report data to determine student strategies for reading scientific papers and interpreting graphs at the beginning and end of the program. The strategies of REU students and science experts were then compared. The REU students changed their strategies and performed more like experts at posttest. These findings indicate that, during the REU, students acquired expert-like strategies necessary to engage with scientific articles and extract key information from graphs. The study demonstrates that eye-tracking can document skill growth in REU students.

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Mountain, Lee. "Doing Homework on a Telecommunications Network." Journal of Educational Technology Systems 21, no. 2 (December 1992): 103–7. http://dx.doi.org/10.2190/8hew-4r68-ttte-9n94.

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In Texas, elementary school pupils are doing homework on a telecommunications network. A professor, a principal, and a production manager for a telecommunications network spearheaded this innovative use of an educational technology system. They got a pilot project started in one innercity school in 1991, and it has already spread to six surrounding school districts. The endeavor now involves parents, elementary teachers and administrators, university faculty and students, telecommunications technologists, videotex writers, and business sponsors. The children in the pilot program averaged two hours a week of extra-credit homework on the network during the school months. During their summer vacation, these children were allowed to keep equipment for accessing the telecom network at home. In June and July their average time online increased to over two hours a week on videotex programs that exercised math, writing, and reading. For this group, an educational technology system that involved doing homework on a telecommunications network definitely increased academic time on task.

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Joo, Soohyung, Kun Lu, and Taehun Lee. "Analysis of content topics, user engagement and library factors in public library social media based on text mining." Online Information Review 44, no. 1 (January 7, 2020): 258–77. http://dx.doi.org/10.1108/oir-11-2018-0345.

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Purpose The purpose of this paper is to explore topics of Facebook posts created by public libraries using the bi-term topic model, and examine the relationships between types of topics and user engagement. The authors further investigated the effects of three library factors, namely, staff size, budget and urbanization degrees, on Facebook content and user engagement based on multilevel generalized linear modeling. Design/methodology/approach This study suggested a novel method, a combination of the bi-term topic modeling and MGLM, to enhance the understanding of social media in the context of public libraries. Findings The findings revealed that posts related to community events, awards and photos were likely to receive more likes and shares, whereas posts about summer reading programs received relatively more comments. In addition, the authors found that a larger staff size and the inclusion of multimedia had positive impacts on user engagement. Originality/value This study analyzed the content of public library-generated social media based on text mining. Then, the authors examined the effects of contextual library-level factors on social media practice in public libraries. Based on empirical findings, the study suggested a range of practical implications for effective use of social media in public libraries.

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Chatterjea, Devavani, and Tijana Martinov. "An immunology course focused on faculty research interest provides key inputs for research productivity at a primarily undergraduate institution (P4529)." Journal of Immunology 190, no. 1_Supplement (May 1, 2013): 176.3. http://dx.doi.org/10.4049/jimmunol.190.supp.176.3.

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Abstract Rapid turnover of trained undergraduate student researchers and limited time faculty and students can devote to research activities during the academic year are some of the roadblocks to maintaining a productive research program at a primarily undergraduate institution. At Macalester College, a highly selective liberal arts institution, we have addressed these issues, in part, through the design and implementation of a “Research in Immunology” course that is open by application to a group of eight second- or third-year students each spring. The course consists of a journal club with reading, writing and presentation activities that immerse students in the primary literature around the faculty member’s research question, and a laboratory component that emphasizes intensive skill building while fully exposing students to novel, unanswered questions. A subset of these students then enter the lab the following summer with a high level of intellectual and technical preparation and many are highly productive in the laboratory for 2+ years providing continuity of trained personnel, critical peer mentoring and a degree of involvement in and ownership of the research problems that is rare among undergraduates. In the past 6 years, I have trained 40 students in my laboratory most of whom have taken this course. Of these, 30% have completed honors research projects and earned co-authorship on manuscripts, and 6 have gone on to PhD programs in immunology/biomedicine.

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Boland, Dalal E., Khalifa B. Alkhalifa, and Mohammad A. Al-Mutairi. "Co-Teaching in EFL Classroom: The Promising Model." English Language Teaching 12, no. 12 (November 17, 2019): 95. http://dx.doi.org/10.5539/elt.v12n12p95.

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The research aimed to examine whether co-teaching in EFL classrooms could have positive impacts on students’ learning outcomes and their overall academic performance, including the improvement of the four language skills (listening, speaking, reading and writing). The experiment of the study was conducted throughout the summer course of 2018 for six weeks at the College of Basic Education with a class of 24 female students. The classes were held every day for one hour and twenty minutes. A simultaneous comparison between two classrooms was conducted in which one class was taught by a single instructor (the control group), and the other class was based on co-teaching (the experimental group). The two groups were taught by Khalifa AlKhalifa and Dalal Boland who acted as “one brain in two bodies” in their EFL classroom. Numerous sittings took place before each class to discuss how the lesson was to be divided between them and to reach an agreement on several matters, such as which instructor would deliver the lesson, which activities were to be solved, and how the second instructor would be beneficial in providing support and assistance to students throughout the entire class period. Moreover, both instructors established goals and objectives for every lesson and made sure that students meet those objectives by the end of every class period. Well-established plans and ideas on how to grasp those targets were agreed upon throughout the implementation of different materials to cover the content of the syllabus. After the summer semester came to an end and when the class average of both classes was compared, the results proved that the students who were in a co-taught classroom showed a significant improvement in their academic performance, whereas students who were taught solely by one instructor showed less improvement in their overall academic skills. This shows that well-planned co-teaching programs could lead to better student support within classroom settings, which consequently leads to improved EFL learning.

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Johnston, Jessica, Jessica Riley, Carey Ryan, and Lisa Kelly-Vance. "Evaluation of a Summer Reading Program to Reduce Summer Setback." Reading & Writing Quarterly 31, no. 4 (October 21, 2014): 334–50. http://dx.doi.org/10.1080/10573569.2013.857978.

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Neville, Kay. "Start to Finish YA Programs: Hip-Hop Symposiums, Summer Reading Programs, Virtual Tours, Poetry Slams, Teen Advisory Boards, Term Paper Clinics and More!: BY ELLA W. JONESNew York: Neal-Schuman Publishers, 2009. 220 pp. A$150.00 soft cover ISBN 9781555706012 (available from InBooks)." Australian Library Journal 59, no. 3 (August 2010): 145–46. http://dx.doi.org/10.1080/00049670.2010.10736006.

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Morrison, Hope. "Fiore's Summer Library Reading Program Handbook (review)." Bulletin of the Center for Children's Books 59, no. 10 (2006): 478–79. http://dx.doi.org/10.1353/bcc.2006.0378.

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Slater, Lindsay. "Advertising a Summer Reading Program to Elementary Students." OLA Quarterly 21, no. 1 (June 2015): 12–15. http://dx.doi.org/10.7710/1093-7374.1787.

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Sullo, Elaine. "Academic Library Administrators Perceive Value in Their Librarians’ Research." Evidence Based Library and Information Practice 9, no. 3 (September 9, 2014): 89. http://dx.doi.org/10.18438/b8ks4g.

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A Review of: Perkins, G.H. & Slowik, A.J.W. (2013). The value of research in academic libraries. College & Research Libraries, 74(2), 143-158. Retrieved from http://crl.acrl.org/content/74/2/143.full.pdf+html Abstract Objective – To explore academic library administrators’ perceived value of their librarians’ research, specifically the importance to the profession and the library community. Design – Qualitative, exploratory study using a survey questionnaire. Setting – Academic libraries in the United States of America. Subjects – 23 library administrators. Methods – During the summer of 2010, one of the authors conducted 20-30 minute telephone interviews with 23 academic library administrators. Interviews were recorded and transcribed for coding. Interview questions 1-3 and 8-19 were content-analyzed; the authors described common themes for each of these questions. Items 4-7 had Likert scale response formats, and a mean and standard deviation were computed for each of these items. Main Results – The benefits of librarians’ research included fulfilling tenure-track requirements, enriching relationships with teaching faculty, library faculty recognition, improved services and programs, collaboration with others, research result application to daily issues, development as librarians, and improved knowledge of the research field. The perceived current changes and future issues for university libraries included increased digitization of collections, scholarly communication, and expanded instructional engagement of faculty and students, as well as future economic downturn and budget cuts. Administrators noted several methods that influenced their thinking: professional meetings, reading professional journals, informal discussions with colleagues, and social media such as Facebook and Twitter. Academic library administrators used a variety of methods to support their librarians’ research. These included tenure-track requirements, research incentives, travel funds, grants, sabbaticals, release time, and shared communication about research. Additionally, there was a substantial perceived interrelationship between how librarians’ research benefited the librarian, the library, the university, and the profession. Recognition and new programs and services were thought to benefit all four areas, and monetary rewards were considered benefits for the first three areas. Conclusion – Based on the sample of 23 academic library administrators, the authors conclude that librarians’ research is perceived as valuable to both the academic and library communities.

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Dolman, Hayley, and Serena Boyte-Hawryluk. "Impact of the Reading Buddies Program on Reading Level and Attitude Towards Reading." Evidence Based Library and Information Practice 8, no. 1 (March 14, 2013): 35. http://dx.doi.org/10.18438/b8n89t.

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Objective – This research examines the Reading Buddies program at the Grande Prairie Public Library, which took place in July and August of 2011 and 2012. The Reading Buddies program pairs lower elementary students with teen volunteers for reading practice over the summer. The aim of the study was to discover how much impact the program would have on participating children’s reading levels and attitudes towards reading. Methods – During the first and last sessions of the Reading Buddies program, the participants completed the Elementary Reading Attitudes Survey (ERAS) and the Graded Word Recognition Lists from the Bader Reading and Language Inventory (6th ed., 2008). Participants were also asked for their grade and sex, and the program coordinator kept track of attendance. Results – There were 37 Reading Buddies participants who completed both the pre- and post-tests for the study. On average, the program had a small positive effect on participants’ reading levels and a small negative effect on their attitudes towards reading. There was a larger range of changes to the ERAS scores than to the reading test scores, but most participants’ scores did not change dramatically on either measure. Conclusions – Although findings are limited by the small size of the data-set, results indicate that many of the Reading Buddies participants maintained their reading level over the summer and had a similar attitude towards reading at the end of the program. On average, reading levels increased slightly and attitudes towards reading were slightly more negative. Many factors could not be taken into account during the study (e.g., the amount of reading done at home). A study with a control group that did not participate in the program could help to assess whether the program helped to combat summer learning loss.

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McGaha, Julie M., and L. Brent Igo. "Assessing High School Students’ Reading Motivation in a Voluntary Summer Reading Program." Journal of Adolescent & Adult Literacy 55, no. 5 (January 30, 2012): 417–27. http://dx.doi.org/10.1002/jaal.00050.

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Рыбина, Олеся Евгеньевна. "EDUCATIONAL PROJECTS IN METHODOLOGICAL TRAINING OF FUTURE TEACHERS OF ELEMENTARY CLASSES." Pedagogical Review, no. 3(31) (June 21, 2020): 69–74. http://dx.doi.org/10.23951/2307-6127-2020-3-69-74.

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Рассматриваются вопросы реализации проектов в методической подготовке будущих учителей начальных классов. Подчеркивается важность освоения студентами технологии создания проекта и работы над ним. Представлены результаты исследования (онлайн-опрос студентов и анализ программ дисциплин), которые позволили выделить в качестве наиболее часто реализуемых проектов учебные проекты. Обращено внимание на исследовательский проект как один из способов формирования методических знаний. Отмечается особая значимость образовательного проекта, который отличается самостоятельностью, инициативностью студентов, их совместной деятельностью. В качестве примера образовательного проекта рассматривается проект «Дневник чтения на лето», который был инициирован, разработан и апробирован студентами вместе с учениками начальной школы. The article discusses the implementation of projects in the methodological training of future primary school teachers. The author emphasizes the importance of students mastering the technology of creating a project and working on it. The results of the study (an online survey of students and analysis of discipline programs) are presented, which made it possible to distinguish the educational project as the most frequently implemented. When implemented in the learning process as a training assignment, the educational project acquires such attributes as external motivation for implementation, the task of the topic and problems, work according to the prepared plan. The author also draws attention to the research project as one of the ways to build methodological knowledge. A research project is characterized by such signs as reflexivity, work with a problem, work on research steps. The article actualizes the special significance of the educational project, the features of which are: independence, initiative of students, their joint activities. It is emphasized that both educational and research projects can become educational. As an example of an educational project, the project “Reading Diary for the Summer” is considered. This project was initiated, developed and tested by students together with primary school pupils.

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Knapp, Nancy Flanagan. "Reading Together: A Summer Family Reading Apprenticeship Program for Delayed and Novice Readers." Literacy Research and Instruction 55, no. 1 (November 23, 2015): 48–66. http://dx.doi.org/10.1080/19388071.2015.1099767.

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Meuchel, Aimee. "I Prefer to Count on Success: A Summer Reading Program that Supports Lifelong Reading." OLA Quarterly 19, no. 1 (2013): 14–16. http://dx.doi.org/10.7710/1093-7374.1381.

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Dillon, Deborah R., David G. O’Brien, and Kristen Nichols-Besel. "Motivating Boys to Read: Guys Read, a Summer Library Reading Program for Boys." Children and Libraries 15, no. 2 (June 15, 2017): 3. http://dx.doi.org/10.5860/cal.15n2.03.

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A 2013 National Endowment for the Arts (NEA) report, How a Nation Engages with Art, illustrates that voluntary “literary” reading rates of adults have fallen1 compared to an applauded rise in 2008.2Prior to these two reports, other NEA research showed a serious decline in both literary and book reading by adults of all ages, races, incomes, and education levels.3 Other survey data measuring what youth do in their leisure time indicated that young men and women read fewer than twelve minutes per day.4 These reports show that boys’ frequency of reading lags behind that of girls and that boys are reading neither the number of books nor the range of genres they should read as they progress through the elementary grades.

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S. Stroebel, Sandra, Brenda S. Harvey, and Stephen O'keefe. "Cohesion, Instructional Time and Reading Performance at MUGC Summer Enrichment Program." i-manager’s Journal on Educational Psychology 2, no. 2 (October 15, 2008): 26–33. http://dx.doi.org/10.26634/jpsy.2.2.341.

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Lara-Cinisomo, Sandraluz, D. Bruce Taylor, and Adriana L. Medina. "Summer Reading Program with Benefits for At-Risk Children: Results from a Freedom School Program." Reading & Writing Quarterly 36, no. 3 (July 2, 2019): 211–24. http://dx.doi.org/10.1080/10573569.2019.1627968.

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Schuster, Ellen, Robin Gammon, and Kimberly Keller. "P6: The Summer Library Reading Program as a Vehicle for Nutrition Education." Journal of Nutrition Education and Behavior 40, no. 4 (July 2008): S45. http://dx.doi.org/10.1016/j.jneb.2008.03.066.

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Reed, Deborah K., and Ariel M. Aloe. "Interpreting the effectiveness of a summer reading program: The eye of the beholder." Evaluation and Program Planning 83 (December 2020): 101852. http://dx.doi.org/10.1016/j.evalprogplan.2020.101852.

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Compton-Lilly, Catherine, Rachel Caloia, Erin Quast, and Kelly McCann. "A Closer Look at a Summer Reading Program: Listening to Students and Parents." Reading Teacher 70, no. 1 (May 4, 2016): 59–67. http://dx.doi.org/10.1002/trtr.1468.

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Lawrence, Salika A., Kelly McNeal, and Melda N. Yildiz. "Summer Program Helps Adolescents Merge Technology, Popular Culture, Reading, and Writing for Academic Purposes." Journal of Adolescent & Adult Literacy 52, no. 6 (March 2009): 483–94. http://dx.doi.org/10.1598/jaal.52.6.3.

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Zhao, Lina, and Gary Blau. "Exploring the Impact of a Library Summer Reading Literacy Coach Program on Teen Personal Skills Development." Journal of Youth Development 7, no. 3 (September 1, 2012): 102–13. http://dx.doi.org/10.5195/jyd.2012.133.

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In the Summer of 2011 The Free Library of Philadelphia (FLP) hired 90 teenagers into its six-week Summer Reading Literacy Coach Program (SRLCP) as Teen Literacy Coaches (TLCs). Data was collected at Time 1, Time 2 and Time 3. The two study hypotheses were: (1) there will be a significant improvement in TLCs personal development skills from Time 1 to Time 3 and (2) demographic data and program specific skills measured at Time 2 will account for significant variance in each Time 3 personal development skill beyond the Time 1 personal development skills. We did not find support for H1 but did find support for H2. Specific to H2 we found that team-related and higher education interest each had a significant positive impact (p

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Denton, Carolyn A., Emily J. Solari, Dennis J. Ciancio, Steven A. Hecht, and Paul R. Swank. "A Pilot Study of a Kindergarten Summer School Reading Program in High-Poverty Urban Schools." Elementary School Journal 110, no. 4 (June 2010): 423–39. http://dx.doi.org/10.1086/651190.

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Journal articles on the topic 'Summer reading programs'

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