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Summer Reading and the Ethnic Achievement Gap
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Summer Reading and the Ethnic Achievement Gap

Autor: Jimmy Kim
Verlag: Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail: journals@erlbaum.com.
Ausgabe/Medienart Artikel Artikel : English
Quelle:Journal of Education for Students Placed at Risk, v9 n2 p169-188 Apr 2004
Andere Datenbanken: WorldCatWorldCat
Zusammenfassung:
A number of studies have shown that low-income and minority students undergo larger summer reading losses than their middle-class and White classmates, and that reading is the only activity that is consistently related to summer learning. The purpose of this study was to explore whether reading books during summer vacation improved fall reading proficiency, and whether access to books increased the volume of summer  Weiterlesen…
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Dokumenttyp Artikel
Alle Autoren: Jimmy Kim
ISSN:1082-4669
Sprachhinweis: English
Identifikator: 425923882
Auszeichnungen:
Beschreibung: 20

Abstract:

A number of studies have shown that low-income and minority students undergo larger summer reading losses than their middle-class and White classmates, and that reading is the only activity that is consistently related to summer learning. The purpose of this study was to explore whether reading books during summer vacation improved fall reading proficiency, and whether access to books increased the volume of summer reading. The results from the multivariate regression analyses suggest that the effect of reading 4 to 5 books on fall reading scores is potentially large enough to prevent a decline in reading achievement scores from the spring to the fall. Furthermore, children who reported easy access to books also read more books. The findings have implications for designing school-based summer reading programs and for conducting future experiments that confirm the correlational findings from this study.

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