The effects of summer school on early literacy skills of children from low-income families

Xu, Yaoying; Arment, Serra De

doi:10.1080/03004430.2016.1151419

Cited by 5 publications

(5 citation statements)

References 29 publications

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“…Valiente, Doane, Clifford, Grimm and Lemery-Chalfant [13] indicated that students high in school readiness are not "only active contributors to their own academic success, but they may also evoke high-levels of positive feedback from teachers and peers, high-quality instruction, and they may be selected to participate in more advanced activities that provide further opportunities for accelerated growth in academics" (p. 2). In line with the need to improve school readiness for all students, Xu and Arment [9] found that for low-income children there was positive long-term effects of a summer intensive literacy program on pre-school aged children's language and literacy skills. In addition, school readiness has been garnering attention as a strategy for economic development.…”

Section: School Readiness and Achievementmentioning

confidence: 93%

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Economically Disadvantaged, Incoming Readiness and School Achievement: Implications for Building High-Performing and Effective Schools

Etim

Blizard

2022

Education Sciences

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As a result of the 2002 No Child Left Behind Act, North Carolina, like many other states, has created standards and yearly student assessments for K-12 students. Student and school yearly assessments are reported via the North Carolina School Report Cards. Based on the North Carolina School Report Cards, there are several low-performing and failing schools at all levels; schools designated by the State of North Carolina as D or F in the Report Card. This study centered on two research questions: (a) Is there a relationship between incoming readiness and school performance in NC public middle schools? (b) Is there a relationship between economically disadvantaged students and school performance in NC public middle schools? Data was collected from the North Carolina School Report Cards (SRC) datasets (NCDPI, 2019). SRCs are offered for each public school in NC. NC public schools get a report card with their individual school performance score, in addition to other pertinent information, such as teacher and student characteristics. The analysis sample contains two years of data, namely for 2018 and 2017. The dataset includes 850 observations for 425 middle schools. The analysis and results are presented as follows: First, the frequencies of particular performance grades earned by NC middle schools are presented. Second, descriptive statistics are provided and data visuals for the variables associated with the specific research questions a and b, followed by the hypotheses. Third, the hypotheses are tested with the results from the linear regression and ordered logit. Analysis showed evidence of a relationship between incoming student readiness and school performance in NC public middle schools. Larger shares of incoming students considered ready significantly predicts school performance. It is possible to find evidence of a relationship between economically disadvantaged students and school performance in NC public middle schools. Having larger shares of economically disadvantaged students significantly predicts school performance. Based on these findings, a recommendation would be that teachers and schools work to get students ready for middle school in order to improve student performance.

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Section: School Readiness and Achievementmentioning

confidence: 93%

“…School readiness has been found to be associated with a variety of positive school related outcomes [8][9][10]. According to Furlong and Quirk [8] "school readiness at kindergarten entry was the most significant factor in predicting children's later academic success.…”

Section: School Readiness and Achievementmentioning

confidence: 99%

Economically Disadvantaged, Incoming Readiness and School Achievement: Implications for Building High-Performing and Effective Schools

Etim

Blizard

2022

Education Sciences

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“…In addition, Giacovazzi et al [89] also proposed adding environmentally friendly print materials to stimulate emergent literacy in young children, with results suggesting a short-term, teacher-based intervention that used environmental printing to improve preschoolers' emergent literacy skills. Nonetheless, the use of small or population-specific samples or short-term intervention programs may not adequately represent the diversity and complexity of the broader preschool population [90][91][92]. Therefore, for future researchers, there should be a balance between enhancing research, expanding sample size, and tracking long-term effects.…”

Section: What Are the Most Prevalent Themes Of Preschool Literacy (Pl...mentioning

confidence: 99%

Global Trends in Preschool Literacy (PL) Based on Bibliometric Analysis: Progress and Prospects

et al. 2023

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Preschool literacy (PL) is a critical period in the development of children’s literacy skills, which has a significant impact on their reading ability and academic achievement. In this context, there is a fragmentation of knowledge as PL involves different disciplines such as education, psychology, and linguistics. This is despite the existence of a large body of literature on PL. However, many studies focus on specific topics, which makes it difficult for researchers to gain a comprehensive understanding of the current status, research hotspots, and trends in PL research, leaving a knowledge gap. Therefore, this study adopts a quantitative research approach for the literature data between 1992 and 2022 for a period of thirty years. This study used arithmetic in Microsoft Excel and bibliometric visualization tools, including VOSviewer and Biblioshiny. The aim was to analyze the current situation, trends, and future development of literacy at the preschool level, providing a scientific basis for preschool practice and policy development. An analysis was performed on 1208 screened documents from the Scopus database in Excel, resulting in the identification of annual publication trends, the 20 most cited documents, the 15 most productive authors, the top 10 institutions, and the 20 countries with the highest number of publications. Visual collaborative networks and co-occurrence analysis maps via VOSviewer and Bibliometrix were also conducted. The study found that the number of research papers published on PL has shown a steadily increasing trend, that the United States is a pioneer in the field of preschool literacy and is increasingly collaborating and researching with other countries, and that international connections are growing between publications and authors. Furthermore, preschool institutions, teachers, and families have positive attitudes towards preschool literacy, as reflected in theoretical research, teaching practice, and sustainable knowledge construction. Meanwhile, the findings of this study also revealed that new PL research has been extended to emerging literacy skills, family-based literacy models, and literacy intervention models. Future researchers can benefit from this study by increasing collaborative research that can sustainably add to the body of knowledge and improving the sustainability of PL.

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“…The studies (Table 1) offered summer reading programs to children at risk or at some risk of reading difficulties (Beach et al, 2018;Christodoulou et al 2017;Rafferty, 2012;Siddiqui et al, 2014;Zeng et al, 2016;Zvoch & Stevens, 2013) and behavioral problems (Hart et al, 2016;Rafferty, 2012;Zeng et al, 2016) or to low-income children (Beach et al, 2018;Gettinger & Stoiber, 2018;Hart et al, 2016;McCormick et al, 2021;Nicholson & Tiru, 2019;Pears et al, 2014;Siddiqui et al, 2014;Sinatra & Eschenauer, 2012;Xu & de Arment, 2017;Zvoch & Robertson, 2017). The programs ranged from 2 weeks to 8 weeks over a period of several years (i.e., longitudinal studies; Kraft & Monti-Nussbaum, 2017) or just for one summer and were administered to children in different grades (Christodoulou et al 2017;Gettinger & Stoiber, 2018;Nicholson & Tiru, 2019;Rafferty, 2012;Siddiqui et al, 2014;Sinatra & Eschenauer, 2012;White et al, 2014;Zeng et al, 2016;Zvoch & Stevens, 2013), or were used to prepare for the coming grade (Beach et al, 2018;Hart et al, 2016;McCormick et al, 2021;Pears et al, 2014;Zvoch & Robertson, 2017;Xu & de Arment, 2017). Thus, we have structured the narrative description of these studies according to their experimental design.…”

Section: Overview Of the Studiesmentioning

confidence: 99%

Summer Reading Program: A Systematic Literature Review

Dujardin

Écalle

Gomes³

et al. 2022

SER

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This article is a systematic review of summer reading programs from 2012 to 2021 and provides a synthesis of 16 articles on summer programs in children from prekindergarten through Grade 8 together with several individual and environmental characteristics (e.g., socioeconomic status, the language of learning, reading and/or behavioral disabilities). Compared to a control group, most studies have shown improvements, or at least no loss, in reading and writing skills and social behaviors. This is the reason why the programs are designed to incorporate a holistic approach to child development and are increasingly used in preparation for the next grade. Furthermore, this article highlights the heterogeneity of the intervention programs in terms of duration (2 weeks to 8 weeks), parental involvement (involved or not in literacy development) and type of intervention (at home vs. at center/school). Finally, the effectiveness of the programs is considered and the characteristics of and tips for successful programs are indicated.

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The effects of summer school on early literacy skills of children from low-income families

Cited by 5 publications

References 29 publications

Economically Disadvantaged, Incoming Readiness and School Achievement: Implications for Building High-Performing and Effective Schools

Economically Disadvantaged, Incoming Readiness and School Achievement: Implications for Building High-Performing and Effective Schools

Global Trends in Preschool Literacy (PL) Based on Bibliometric Analysis: Progress and Prospects

Summer Reading Program: A Systematic Literature Review

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