Year: 2015
Type: dissertation
Abstract: The purpose of this study was to evaluate the change in oral reading fluency among a sample of students (N = 44) who were randomly assigned a summer school placement. A second goal was to identify relationships between student background characteristics, student learning engagement, and reading fluency outcomes among those students who participated in summer school. Results indicated that students who were assigned to or participated in summer school did not achieve statistically greater summer learning outcomes than students who did not participate. However, summer school participants showed substantial growth in fluency outcomes during the summer intervention period. Implications for summer programs are discussed.
Author: Mark Robertson
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: University of Oregon
OpenAlex ID: W2247571227