Surveying Elementary Schools' Summer Reading Interventions in a State Policy Context

被引：3

作者：

Reed, Deborah K. ^{[1
]}

Meginnis, Tracy ^{[1
]}

Park, Seohee ^{[1
]}

Gibbs, Anna ^{[1
]}

机构：

[1] Univ Iowa, Iowa City, IA 52242 USA

来源：

REMEDIAL AND SPECIAL EDUCATION | 2023年 / 44卷 / 01期

关键词：

summer reading; survey; elementary schools; at risk; ACHIEVEMENT; STUDENTS; LITERACY; DIFFICULTIES; KINDERGARTEN; DISABILITIES; MODELS; SKILLS; RISK;

D O I：

10.1177/07419325221075729

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This study sought to better understand how schools were addressing state policies targeting summer reading interventions for students not meeting accountability standards. Survey data were gathered from 580 public and private elementary schools in one state (67% response rate) regarding the barriers to offering summer programs, characteristics of the students served, amount of instructional and enrichment time provided, curricular materials used, means of monitoring students' progress, and staff qualifications. Approximately 65% of respondents held summer reading programs, despite not being required or specially funded to do so. Because the programs usually were intended for students not reading proficiently and those in special education, we discuss the practical implications of common program features and the potential misalignment with the existing literature base guiding the design of summer programs.

引用

页码：16 / 27

页数：12

共 42 条

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[2]

Browne D, 2019, Summer: A Time for learning. Five lessons from school districts and their partners about running successful programs

[3] Impact of Intensive Summer Reading Intervention for Children With Reading Disabilities and Difficulties in Early Elementary School [J].