Is 'summer' reading loss universal? Using ongoing literacy assessment in Malawi to estimate the loss from grade-transition breaks
Is 'summer' reading loss universal? Using ongoing literacy assessment in Malawi to estimate the loss from grade-transition breaks
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DOI：
10.1177/1745499917740657
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发表时间：
2017-12-01
影响因子：
2.1
通讯作者：
Ibrahim, Hibatalla
中科院分区：
文献类型：
--
作者：
Slade, Timothy S.;Piper, Benjamin;Ibrahim, Hibatalla
夏季学习损失-在一个年级结束后和另一个年级开始前的一段时间里，学校长时间放假后，学习成绩下降-在北美是一个有据可查的现象，但在撒哈拉以南非洲的情况下，这种现象的描述却很少。在这篇文章中，我们用“年级过渡中断”这个词来代替“夏季损失”，指的是一个年级结束后和另一个年级开始前的这段时间。本研究分析了马拉维早期阅读评估的数据，估计在两个年级过渡期内，阅读和阅读前技能的几项措施在统计学上显著平均降低了0.38个标准差（SD）。数据显示，连续两年，在一至二年级和二至三年级之间的延长假期期间，阅读技能有所丧失。研究发现，在损失方面没有性别差异。研究结果表明，需要早期年级阅读干预措施，以制定和评估缓解策略，以免在学年之间的休息时间内失去显着比例的年内业绩收益。
Summer learning loss - decreased academic performance following an extended school break, typically during the period after one grade ends and before another grade starts - is a well-documented phenomenon in North America, but poorly described in sub-Saharan African contexts. In this article, we use the term 'grade-transition break' loss in lieu of summer' loss to refer to the period after one grade ends and before another grade starts. This study analyses data from early grade reading assessments in Malawi, estimating statistically significant average reductions of 0.38 standard deviations (SD) across several measures of reading and pre-reading skills during two grade-transition breaks. The data show the loss in reading skills during the extended breaks between grades 1 and 2 and between grades 2 and 3 in two consecutive years. The study found no gender-based differences in loss. The findings suggest a need for early grade reading interventions to develop and evaluate mitigation strategies lest significant proportions of within-year performance gains be lost over the break between academic years.