Title

Summer Reading Intervention with Elementary Students

First Presenter's Institution

The Citadel

Second Presenter's Institution

The Citadel

Third Presenter's Institution

The Citadel

Fourth Presenter's Institution

Destiny Worship Center

Fifth Presenter's Institution

The Citadel

Location

Meet & Greet Poster Reception (Harborside)

Strand #1

Academic Achievement & School Leadership

Relevance

Reading is a fundamental skill that children need to succeed. Over time the literacy gap has grown between children living in poverty and their peers. Reading Intervention is a tool designed to close the achievement gap. Summer programs may provide additional opportunities for students reading below grade level to maintain or improve their skills. This study reports on the impact of a summer reading intervention, designed to mitigate learning loss during summer break in two types of summer programs. Separate interventions were offered for children who were reading at least 10 words and those who were identifying letters only.

Brief Program Description

This poster describes the impact of summer reading interventions delivered in a faith-based recreational program and a school-based academic program. Twenty-five participating K-2 students showed significant gains in DOLCHE word recognition scores, t(24)= -2.03, p

Summary

This study describes summer literacy intervention programs which were delivered via two distinct types of summer programs. One program was a full day academic “camp” delivered by a county school system for children in Title I schools. The second program was a faith-based recreational program that included 75 minutes of reading instruction three days a week. 37 children, whose parents did not exercise their right to option out of the study, aged 4-8 participated in seven weeks of intervention and completed both pre- and post-reading assessments. Trained graduate students, under the auspices of tenured faculty members, who were not the interventionists, individually administered reading assessments based on word recognition using the DOLCHE word lists. Participants who could not identify at least ten words on the Dolche Pre-K list were assessed using a letter recognition task. Higher-level intervention delivered to 25 K-2 students was based on the Scholastic Reading curriculum which introduced students to books, engaged them in activities related to the story, and highlighted key vocabulary words. After completion of the lesson, children were allotted time to independently read a Scholastic book of their choice. Eight participants in the faith-based program received a total of 17 75-minute lessons. 17 participants in the school based program received up to 21, 45-minute lessons in addition to academic instruction. 12 students whose target was letter recognition received comparable sessions, but their curriculum was based on an “Animal Alphabet curriculum combining rehearsal of letters in multiple media along with STEAM activities themed around animals whose names started with each target letter.

Evidence

Of the 25 students receiving Scholastic reading intervention, results of paired t-tests indicated a significant increase in the number of DOLCHE words identified from pre- to post, t(24)= -2.03, p

Format

Poster Presentation

Biographical Sketch

Sierra Heyward is a school psychology graduate student at The Citadel. She graduated from University of South Carolina in 2014 with a degree in Psychology. After working as a kindergarten assistant, she discovered her passion for literacy intervention, and has worked for the last three years in a Title I middle school as a Reading Interventionist.

Ashley Burton is a school psychology graduate student at The Citadel. She graduated from the College of Charleston in in 2017 with a degree in psychology. As an AmeriCorps-VISTA and a Community Engagement Fellow, Ashley developed a special interest and expertise in pre-reading interventions with at-risk youth.

Dr. Conway Saylor is a Clinical Child/Pediatric Psychologist and Professor of Psychology. In her 38 year career she has published a host of peer-reviewed articles relating to assessment and intervention for vulnerable children and youth and their families. For the last decade she has served as the Director of Service Learning and Civic Engagement at The Citadel.

Dr. Ashley Tennessee is a seasoned academician with nearly 12 years of higher-education teaching experience. Dr. Tennessee is a published author who has served as a committee member for multiple doctoral dissertation committees as well as served as an invited speaker for National Education conferences.

Keyword Descriptors

literacy elementary, pre-reading, mitigating summer learning loss

Presentation Year

2020

Start Date

3-9-2020 4:45 PM

End Date

3-9-2020 6:00 PM

This document is currently not available here.

Share

COinS
 
Mar 9th, 4:45 PM Mar 9th, 6:00 PM

Summer Reading Intervention with Elementary Students

Meet & Greet Poster Reception (Harborside)

This poster describes the impact of summer reading interventions delivered in a faith-based recreational program and a school-based academic program. Twenty-five participating K-2 students showed significant gains in DOLCHE word recognition scores, t(24)= -2.03, p