When a little bit means a lot: The effects of a short‐term reading program on economically disadvantaged elementary schoolers

Luftig, Richard L.

doi:10.1080/19388070309558393

Cited by 13 publications

(7 citation statements)

References 15 publications

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“…Programs with reading or math tutoring/individualized instruction as their main mode of didactics † and S. Ross, et al (unpublished data, 1996) were associated with the lowest effects for both reading (median = 0.08 [IQI: 0.013–0.30] and math (median = 0.09 [IQI: 0.015–0.23]); group instruction ‡ had greater effects for both reading (median = 0.235 [IQI: 0.02–0.48]) and math (median = 0.39 [IQI: 0.09 to 0.16]); and greatest effects were associated with mixed-group and tutoring approaches 25,36,39,40,49,50,64,74 in both reading (median = 0.375 [IQI: 0.06–0.73]) and math (effect = 0.86; 1 study).…”

Section: Evidence Synthesismentioning

confidence: 99%

Out-of-School-Time Academic Programs to Improve School Achievement

Knopf

Hahn

Proia

et al. 2015

Journal of Public Health Management and Practice

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Context Low-income and minority status in the United States are associated with poor educational outcomes, which, in turn, reduce the long-term health benefits of education. Objective This systematic review assessed the extent to which out-of-school-time academic (OSTA) programs for at-risk students, most of whom are from low-income and racial/ethnic minority families, can improve academic achievement. Because most OSTA programs serve low-income and ethnic/racial minority students, programs may improve health equity. Design Methods of the Guide to Community Preventive Services were used. An existing systematic review assessing the effects of OSTA programs on academic outcomes (Lauer et al 2006; search period 1985–2003) was supplemented with a Community Guide update (search period 2003–2011). Main Outcome Measure Standardized mean difference. Results Thirty-two studies from the existing review and 25 studies from the update were combined and stratified by program focus (ie, reading-focused, math-focused, general academic programs, and programs with minimal academic focus). Focused programs were more effective than general or minimal academic programs. Reading-focused programs were effective only for students in grades K-3. There was insufficient evidence to determine effectiveness on behavioral outcomes and longer-term academic outcomes. Conclusions OSTA programs, particularly focused programs, are effective in increasing academic achievement for at-risk students. Ongoing school and social environments that support learning and development may be essential to ensure the longer-term benefits of OSTA programs.

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Section: Evidence Synthesismentioning

confidence: 99%

Out-of-School-Time Academic Programs to Improve School Achievement

Knopf

Hahn

Proia

et al. 2015

Journal of Public Health Management and Practice

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“…Therefore, courses offered in summer school are mainly in reading or literacy, language arts, and math. Most of the studies showed that summer school programs had a significant effect upon students' reading, language, and math (Ajwani, 2006;Ashdown & Simic, 2000;Luftig, 2003;Moore & Wade, 1998). Borman (2001) claims that a focus on reading instruction for disadvantaged children will be most productive if the goal of summer programs is to narrow the achievement gap and improve educational equality.…”

Section: Literature Reviewmentioning

confidence: 99%

Analysis of a U.S. Summer School Program and Implications for Remedial English Education

Chien¹

2013

IJELE

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Disadvantaged students such as English language learners (ELLs) need additional education and support to help them keep up with their English speaking peers. A summer school program was designed and provided for ELLs in a school district in a US northwest city in 2010 and aimed to bridge the achievement gap.This study focuses on the implementation and instruction of a summer school program in a school district in a city in the US northwest. Based on the data analysis of interviews, documents, and classroom observations, three major findings were made: the unclear goals of the summer school, the limited information the teachers had about the ELLs, and varying teaching activities and language foci. Three suggestions about how to effectively implement summer school classes as elementary school remedial English education are provided.

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“…First, strategies for improving children's reading over the summer often take the form of remedial summer school programs for which many reveal conflicting results in improving children's reading skills. Some programs report positive effects (Borman & Dowling, 2006;Luftig, 2003;Quirk & Schwanenflugel, 2004;Schacter & Jo, 2005;Stone, Engel, Nagaoka, & Roderick, 2005), while others demonstrate null effects (Ascher, 1988;Cooper, Charlton, Valentine, & Muhlenbruck, 2000;Karweit, 1993). Arguably, such conflicting results may be due to the inherent nature of such programs.…”

Section: Summer Programsmentioning

confidence: 99%

“…Many of these programs focus heavily on remediation of reading difficulties and often require full day attendance (Luftig, 2003;Quirk, 2004;Schacter & Jo, 2005). In addition, many programs target specific populations of children at-risk for reading failure or who are in jeopardy of grade retention.…”

Section: Summer Programsmentioning

confidence: 99%

“…As a result, summer school can be viewed as being punitive and attendance in such programs can be especially low for poor achievers (Alexander et al 2001). Moreover, these programs typically consider the effects of ethnic and socioeconomic status, but rarely explore the role of children's motivation or interest in their leisure reading (Borman & Dowling, 2006;Kim, 2006;Luftig, 2003;Schacter & Jo, 2005). Additional limitations to summer school programming include, poor attendance rates, short duration, low academic expectations (Ascher, 1988;Heyns, 1978), teacher fatigue, and high cost (Borman & Dowling, 2006) all of which place undo strain on school systems and creates resistance in participating in summer programs.…”

Section: Summer Programsmentioning

confidence: 99%

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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

Pagan¹

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When a little bit means a lot: The effects of a short‐term reading program on economically disadvantaged elementary schoolers

Cited by 13 publications

References 15 publications

Out-of-School-Time Academic Programs to Improve School Achievement

Out-of-School-Time Academic Programs to Improve School Achievement

Analysis of a U.S. Summer School Program and Implications for Remedial English Education

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

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