ADDRESSING SUMMER READING SETBACK AMONG ECONOMICALLY DISADVANTAGED ELEMENTARY STUDENTS
ADDRESSING SUMMER READING SETBACK AMONG ECONOMICALLY DISADVANTAGED ELEMENTARY STUDENTS
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DOI：
10.1080/02702711.2010.505165
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发表时间：
2010-01-01
影响因子：
1.4
通讯作者：
Nowak, Rhonda
中科院分区：
文献类型：
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作者：
Allington, Richard L.;McGill-Franzen, Anne;Nowak, Rhonda
许多研究已经确定了暑期阅读受挫对阅读成绩差距的贡献，这种差距存在于经济条件较差的家庭和较少家庭的儿童之间。同样，暑期阅读活动或缺乏暑期阅读活动也与暑期挫折有关。最后，家庭的社会经济地位与儿童在家中和社区内阅读书籍的机会有关。因此，在这项纵向实验研究中，我们检验了这样一种假设，即为来自低收入家庭的小学生提供自选的贸易书籍将改善暑期阅读挫折。因此，来自17所高贫困学校的852名学生被随机选择在为期3年的最后一天收到自选的贸易书籍，而来自这些学校的478名随机选择的学生没有收到任何书籍，作为对照组。这项干预研究没有提供进一步的努力。国家阅读评估的结果表明，为暑期阅读提供书籍的机会具有统计学上的显著影响(p=.015)以及显著的(d=.14)影响大小。当比较治疗组和对照组中经济上最困难的学生的成绩时，发现略大的影响(d=0.21)。
Much research has established the contribution of summer reading setback to the reading achievement gap that is present between children from more and less economically advantaged families. Likewise, summer reading activity, or the lack of it, has been linked to summer setback. Finally, family socioeconomic status has been linked to the access children have to books in their homes and neighborhoods. Thus, in this longitudinal experimental study we tested the hypothesis that providing elementary school students from low-income families with a supply of self-selected trade books would ameliorate summer reading setback. Thus, 852 students from 17 high-poverty schools were randomly selected to receive a supply of self-selected trade books on the final day of school over a 3-year period, and 478 randomly selected students from these same schools received no books and served as the control group. No further effort was provided in this intervention study. Outcomes on the state reading assessment indicated a statistically significant effect (p=.015) for providing access to books for summer reading along with a significant (d=.14) effect size. Slightly larger effects (d=.21) were found when comparing the achievement of the most economically disadvantaged students in the treatment and control groups.