Preventing Summer Reading Declines in Children Who Are Disadvantaged

Journal of Early Intervention

Volumn 26, Issue 1, 2003, Pages 47-58

  Schacter, John ^a  

^a Teacher Advancement Program   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ACADEMIC ACHIEVEMENT; ARTICLE; COMPARATIVE STUDY; COMPREHENSION; CUSTODY; HUMAN; LINGUISTICS; MEDICAL EDUCATION; MEDICAL RESEARCH; READING; RELIABILITY; SKILL; SUMMER; TEACHING;

EID: 0347361441     PISSN: 10538151     EISSN: None     Source Type: Journal    
DOI: 10.1177/105381510302600104     Document Type: Article

References (53)

1. Adams, G. L., & Engelmann, S. (1996). Research on direction instruction: 25 years and beyond DISTAR. Seattle, WA: Educational Achievement Systems.
2. Alexander, K. L., Entwisle, D. R., & Olsen, H. R. (1997). Early schooling and inequality: Socio-economic disparities in children's learning. London: Falmer Press.
3. Alexander, K. L., Entwisle, D. R., & Olsen, H. R. (2001). Schools, achievement, and inequality: A seasonal perspective. Educational Evaluation and Policy Analysis, 23, 171-191.
4. Ascher, C. (1988). Summer school, extended school year, and year-round schooling for disadvantaged students. ERIC Clearinghouse on Urban Education Digest, 42, 1-2.
5. Bear, D., Invernizzi, M., Templeton, S., & and Johnston, F. (1996). Words their way. New York: Prentice Hall.
6. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
7. Cooper, H., Charlton, K., Valentine, J. C., & Muhlenbruck, L. (2000). Making the most of summer school: A meta-analytic and narrative review. Monographs of the Society for Research in Child Development, 65, 1-130.
8. Cooper, H., Nye, B., Charlton, J. L., & Greathouse, S. (1996). The effects of summer vacation on achievement test scores: A narrative and meta-analytic review. Review of Educational Research, 66, 227-268.
9. Dacey, J. S., & Lennon, K. H. (1998). Understanding creativity: The interplay of biological, psychological, and social factors. San Francisco: Jossie Bass.
10. Dickinson, D. K. (1991). Bridges to literacy: Children, families, and schools. New York: Blackwell Press.
11. Education Commission of the States (2001). Summer school. Denver, CO: Author.
12. Entwisle, D. R., & Alexander, K. L. (1994). Winter setback: Race, poverty, school composition, and mathematics achievement in the first two years of school. American Sociological Review, 57, 72-84.
13. Foorman, B. R., Fletcher, J. M., & Francis, D. J. (1998). Preventing reading failure by ensuring effective reading instruction. In S. Patton & M. Holmes (Eds.), The keys to literacy (pp. 29-39). Washington, DC: Council for Basic Education.
14. Fry, E. (1990). A readability formula for short passages. The Reading Teacher, 22, 534-538.
15. Fry, E. (1977). Fry's readability graph: Clarifications, validity, and extensions. Journal of Reading, 21, 242-252.
16. Gates-MacGinitie Reading Tests. (2000). GMRT validity and reliability statistics. Itasca, IL: Riverside Publishing.
17. Gowan, J. C., & Olson, M. (1979). The society which maximizes creativity. Journal of Creative Behavior, 13, 194-210.
18. Harrington-Lueker, D. (2000). Summer learners: Can summer school make a difference in student achievement? American School Board Journal, 187, 20-32.
19. Hayes, D. P., & Grether, J. (1969, April). The school year and vacations: When do students learn? Paper presented at the Eastern Sociological Association Convention, New York.
20. Heyns, B. (1978). Summer learning and the effects of schooling. New York: Academic Press.
21. Heyns, B. (1987). Schooling and cognitive development: Is there a season for learning? Child Development, 58, 151-160.
22. Hoepfner, R. (1980). How important is summer school? Educational Leadership, 43, 80-82.
23. Hofferth, S. C. (1998). Healthy environments, healthy children: Children in families. Ann Arbor, MI: University of Michigan Institute for Social Research.
24. Honig, B., Diamond, L., & Nathan, R. (2000). CORE assessing reading: Multiple measures. Emeryville, CA: CORE.
25. Johnston, R. C. (2000, September 6). Bumper summer school crop yields mixed test results. Education Week, pp. 10-11.
26. Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437-447.
27. Karweit, N. L. (1993). Summer achievement growth and the effectiveness of summer school. Baltimore, MD: Johns Hopkins University, Center for Research on Effective Schooling for Disadvantaged Students.
28. MacGinitie, W. H., MacGinitie, R. K., Maria, K., & Dreyer, L. G. (2002). Gates-MacGinitie Reading Tests: Technical Report Forms S and T. Itasca: IL: Riverside Publishing.
29. McGraw Hill. (2000). SRA open court reading. Dallas, TX: McGraw Hill.
30. Morris, D. (1999). The Howard Street tutoring manual: Teaching at-risk reading in the primary grades. New York: Guilford Press.
31. Murnane, R. (1975). The impact of school resources on the learning of inner city children. Cambridge, MA: Ballinger.
32. National Reading Panel. (2000). Teaching children to read: An evidenced-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Health and Child Development.
33. National Research Council (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
34. Needlman, R., Fried, L., Morley, D., Taylor, S., & Zuckerman, B. (1991). Clinic-based intervention to promote literacy. American Journal of Diseases of Children, 145, 881-884.
35. Parkhurst, H. B. (1999). Confusion, lack of consensus, and the definition of creativity as a construct. Journal of Creative Behavior, 31, 1-21.
36. Pelavin, S., & David, J. (1977). Evaluating long-term achievement. An analysis of longitudinal data from compensatory education programs. Menlo Park, CA. Stanford Research Institute.
37. Pipho, C. (1999). Summer school: Rx for low performance? Phi Delta Kappan, 81, 7-10.
38. Rivkin, E. A., Hanushek, E. A., & Kain, J. F. (2001). Teachers, schools, and academic achievement. Washington, DC: National Bureau of Economic Research.
39. Roderick, M., Bryk, A. S., Jacob, B. A., Easton, J. Q., & Allensworth, E. (1999). Ending social promotion: Results from the first two years. Chicago: Consortium on Chicago Public Schools.
40. Sanders, W. L., & Horn, S. P. (1998). Research findings from the Tennessee value-added assessment system (TVAAS) database: Implications for educational evaluation and research. Journal of Personnel Evaluation in Education, 12, 247-256.
41. Schacter, J. (2001). Reading programs that work: A review of kindergarten to third grade effective reading programs. ERS Spectrum, 19, 12-25.
42. Sternberg, R. J., & Grigorenko, E. L. (1997). Are cognitive styles still in style? American Psychologist, 52, 700-712.
43. Thum, Y. M. (in press). Measuring progress toward a goal: Estimating teacher productivity using a multivariate, multi-level value-added model. Sociological Research Methods.
44. Torgesen, J., Wagner, R., & Roshotte, C. (1997). The prevention and remediation of severe reading disabilities: Keeping the end in mind. Scientific Studies in Reading, 1, 217-234.
45. Torrance, E. P. (1977). Creativity in the classroom. Washington, DC: National Education Association.
46. U.S. Department of Education. (1996). National household education survey, 1995. Washington, DC: Author.
47. U.S. Department of Education. (1997). Prospects: Student outcomes final report. Washington DC: Author.
48. U.S. Department of Education. (1999a). The NAEP 1998 reading report card for the nation. Washington, DC: Author.
49. U.S. Department of Education. (1999b). Promising results, continuing challenges: The final report of the national assessment of Title I. Washington, DC: Author.
50. U.S. Department of Education. (2001). The nation's report card fourth grade reading 2000. Washington, DC: National Center for Educational Statistics.
51. Vellutino, F. R., Scanlon, D. M., Sipay, H., & Denckla, M. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88, 601-636.
52. White, K. A., & Johnston, R. C. (1999, September 22). Summer school: Amid successes, concerns persist. Education Week, pp. 8-9.
53. Zia, B., Larson, J. C., & Mostow, A. (1999). Instruction and achievement in a summer mathematics program. ERS Spectrum, 14, 79-85.