Children reading for pleasure : investigating predictors of reading achievement and the efficacy of a paired-reading intervention to foster children's literacy skills

Pagan, Stephanie

doi:10.22215/etd/2010-09463

Cited by 3 publications

(4 citation statements)

References 179 publications

(232 reference statements)

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“…Perhaps the most obvious explanation for this finding is that only 3 of the 12 studies that measured vocabulary outcomes actually reported including teacher-or child-managed instructional activities that were designed to improve vocabulary outcomes (Chaplin & Capizzano, 2006;Pagan, 2010;Paris et al, 2004). Furthermore, most home interventions provided children with opportunities to read books at home for a single summer.…”

Section: What Is the Impact Of Classroom And Home Interventions On Diverse Readingmentioning

confidence: 99%

“…program was offered to Title 1 students. Finally, the three Canadian studies in our meta-analysis (Pagan, 2010;Seward, 2009;Van Andel, 2011) report income data for the students in their samples; our codes for these studies were based on the social class status that the authors ascribed to the reported income level.…”

Section: Limitations and Implications For Future Researchmentioning

confidence: 99%

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The Effects of Summer Reading on Low-Income Children’s Literacy Achievement From Kindergarten to Grade 8

Kim

Quinn

2013

Review of Educational Research

170

125

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This meta-analysis reviewed research on summer reading interventions conducted in the United States and Canada from 1998 to 2011. The synthesis included 41 classroom-and homebased summer reading interventions, involving children from kindergarten to Grade 8.Compared to control group children, children who participated in classroom interventions, involving teacher-directed literacy lessons, or home interventions, involving child-initiated book reading activities, enjoyed significant improvement on multiple reading outcomes. The magnitude of the treatment effect was positive for summer reading interventions that employed research-based reading instruction and included a majority of low-income children. Sensitivity analyses based on within-study comparisons indicated that summer reading interventions had significantly larger benefits for children from low-income backgrounds than for children from a mix of income backgrounds. The findings highlight the potentially positive impact of classroomand home-based summer reading interventions on the reading comprehension ability of lowincome children.Keywords: meta-analysis, reading comprehension, low-income children, summer learning loss Effective summer interventions may be critical to improving children's reading achievement from kindergarten to Grade 8, particularly for low-income children. Policymakers have adopted two primary intervention strategies for improving children's reading achievement during the summer months: classroom-and home-based summer reading interventions.Classroom-based summer reading interventions are designed to remediate children's academic weaknesses through instructional activities led by schoolteachers, college and graduate students, and university researchers. A meta-analysis of experimental studies (Cooper, Charlton, Valentine, & Muhlenbruck, 2000) indicated that classroom-based summer reading programs improved student achievement by .14 standard deviations. More recently, home-based summer reading interventions have been implemented as a potentially cost-effective strategy for preventing reading loss among low-income children (McCombs et al., 2011). Snow, & Martin-Glenn, 2006; National Reading Panel, 2000). As a result, policymakers and practitioners have sought to implement summer reading interventions that show strong evidence of efficacy and use research-based instructional practices. Given the national imperative to close income-based disparities in student achievement, there is a growing need to understand the programmatic characteristics of effective summer reading interventions and their potential benefits for low-income children (McCombs et al., 2011). This updated metaanalytic review synthesizes results from 41 summer reading interventions, involving children from kindergarten to Grade 8. Defining Summer Reading InterventionsSummer reading interventions are usually implemented inside or outside classrooms (McCombs et al., 2011). Although context is only one characteristic of a summer reading intervention, theorists (Bronfen...

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Section: What Is the Impact Of Classroom And Home Interventions On Diverse Readingmentioning

confidence: 99%

Section: Limitations and Implications For Future Researchmentioning

confidence: 99%

The Effects of Summer Reading on Low-Income Children’s Literacy Achievement From Kindergarten to Grade 8

Kim

Quinn

2013

Review of Educational Research

170

125

View full text Add to dashboard Cite

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“…Research on children's books report that story content, drawings and surface structure of books are influential in the book selection by children (Bamberger, 1922;Fleener, Morrison, Linek, & Rasinski, 1997). In a study by Pagan (2010) that aimed to explore the situations in which children are enthusiastic about reading, 91% of the children stated they would read more in the case the book/material selection for reading is made by students themselves, whereas only 26% of them stated they would read more in the case the book selection is made by their teacher. Based on these results, publishers of children's books may take these expectations of children into consideration to design books that appeal to them.…”

Section: Discussionmentioning

confidence: 99%

The Book of My Dreams

Gundogmus

2018

EUROPEAN J ED RES

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This study offers an opportunity for learning the characteristics of elementary school students' dream books that can increase their willingness to read. In the study, for which the qualitative research method was adopted in line with this main purpose, 275 elementary school students that attended different schools at 2nd, 3rd and 4th grades were asked to describe in writing the characteristics of the book of their dreams that increases their willingness to read. The data obtained were subjected to content analysis, and the characteristics of students' dream books were categorized into "general characteristics", "physical characteristics", "themes", "protagonists" and "expectations". The study findings indicate that the book preferences of students are influenced by the changes taking place in our time. It was found out that the books of students' dreams had also characteristics of ebooks as well as printed books.

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“…Scientists and society have widely studied children reading behavior and agreed that reading behavior is crucial for children's development, building many strategies for improving reading ability [1,2]. Reading has also been believed associated with some other functions or learning skills relating to children development, such as word learning [3], verbal and visuospatial working memory [4], oral language skills [5], and may even determine the structure of children development changes [6].…”

Section: Introductionmentioning

confidence: 99%

School-Aged Children Paper-Book Read Concentration and Digital Technology Use

Wei¹

2022

Proceedings of the 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022)

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Children reading for pleasure : investigating predictors of reading achievement and the efficacy of a paired-reading intervention to foster children's literacy skills

Cited by 3 publications

References 179 publications

The Effects of Summer Reading on Low-Income Children’s Literacy Achievement From Kindergarten to Grade 8

The Effects of Summer Reading on Low-Income Children’s Literacy Achievement From Kindergarten to Grade 8

The Book of My Dreams

School-Aged Children Paper-Book Read Concentration and Digital Technology Use

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