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

著者: Jimmy Kim
出版商: 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.
版本/格式: 文章 文章 : English
刊登在:Journal of Education for Students Placed at Risk, v9 n2 p169-188 Apr 2004
数据库:ERIC ERIC数据库为美国教育部所创建。
其它数据库: ECOBritish Library Serials
提要:
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  再读一些...
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文件类型: 文章
所有的著者/提供者: Jimmy Kim
ISSN:1082-4669
语言注释: English
专有的标识符 425923882
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描述: 20

摘要:

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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