Albee, J. J., Smith, M. L., Arnold, J. M., & Dennis, L. B. (2019). Digging struggling students out of the summer reading slump. The Reading Teacher, 73(3), 291-299. Web.
The article is dedicated to the analysis of the efficiency of a research-based, copyright-free, and replicable Dig Into Reading intervention as a summer reading program for students from the River School District to strengthen their reading skills. This intervention includes multiple activities and materials, such as phonological, phonic, and sight word games, parent training with the use of digital resources, and the provision of boos for independent reading.
The tears of preparation determine the validity and reliability of this intervention, the engagement of professionals, and an in-depth examination of the outcomes. For instance, an appropriate choice of books was based on multiple pieces of evidence that supported their efficiency for children’s literacy improvement in the classroom and at home. This research relates to the research questions as it provides strategies and examples of assignments that may be used for addressing students’ specific needs. The positive outcomes of this intervention correlate with the findings of other studies dedicated to this topic.
Arnone, M. P., Small, R. V., & Weng, S. (2016). Are self-perception measures used in school library research transferable to the context of public library summer reading programs? School Library Research, 19, 1-22
This article addresses the impact of summer reading programs on students’ self-perceptions and self-confidence. On the basis of exploratory research on the basis of data received from voluntary surveys, the authors aim to detect how engagement in summer literacy programs affects not only reading skills but also students’ perceptions of their abilities and competence that determine their motivation to study in the future.
The reliability of the study is reflected in its basis on the theoretical framework of self-determination, thorough and multidimensional addressing of several hypotheses, and an appropriate scope of the research. This article relates to the research questions as it attracts particular attention to other aspects of the program’s implementation, as self-confidence and motivation refer to students’ needs as well. In addition, this study aims to improve summer literacy programs in schools and may promote the collaboration of youth programs, while its results support the general positive effect of this intervention.
Compton‐Lilly, C., Caloia, R., Quast, E., & McCann, K. (2016). A closer look at a summer reading program: Listening to students and parents. The Reading Teacher, 70(1), 59-67. Web.
This research is dedicated to the evaluation of summer reading programs as their general impact on students’ reading skills remains unknown. Walden Elementary School’s students from low-income families enrolled in a summer intervention, and their parents were interviewed to assess their progress and experience. First of all, the social impact of the program was observed as literary interactions allowed children and families to communicate, collaborate, and enjoy spending time together. In addition, families received knowledge related to efficient reading practices that they could apply independently.
Moreover, all participants perceived the importance of reading and its role in their studies and future lives. The reliability of this study is determined by the experience of people directly involved in the intervention, having no benefits in falsifying their opinions. This article relates to the research questions, providing guidelines for evaluating the study program. In general, the findings of this research correlate with the results of others who report the benefits of summer programs for their participants’ competencies and skills.
Kim, J. S., Burkhauser, M. A., Quinn, D. M., Guryan, J., Kingston, H. C., & Aleman, K. (2017). Effectiveness of structured teacher adaptations to an evidence‐based summer literacy program. Reading Research Quarterly, 52(4), 443-467. Web.
This research addresses the role of structured teacher adaptations in improving summer literacy programs’ efficiency. In particular, these adaptations referred to the provision of books matched to students’ interests and reading levels and teacher scaffolding in the format of end-of-year comprehension materials sent to students’ homes during the summer months. For their assessment, 27 high-poverty elementary schools were involved in a cluster-randomized trial.
According to the results, teacher adaptations enhance the effectiveness of summer literacy programs as they increase student and family engagement with summer books. The engagement of a considerable number of teachers for cooperation and the improvement of practical goals determines the validity of the study’s results. This article relates to the research questions as it highlights the significance of teacher adaptations that may be applied to the study program. Related to the improvement of summer programs, the article supports the findings of other research in the same field, articulating the benefits of interventions for students.
Petty, T. M., Smith, N. L., & Kern, A. H. (2017). Engaging students through a summer literacy experience. Delta Kappa Gamma Bulletin, 83(5), 49-54.
The article describes a summer literacy program that Delta Kappa Gamma members implemented to encourage students’ excitement about reading and avoid the loss of reading skills. Based on a solid theoretical background, the program provides books and journal subscriptions, group discussions, and group and independent reading. Subsequently, the authors evaluated the outcomes of the intervention and suggested further directions for its improvement. Direct observations and the engagement of professionals in the sphere of education determine the reliability of this research.
This article relates to the research questions as the structure of a provided intervention may be considered for a research intervention’s planning. In general, this study aims to improve the provision of summer programs and support previous research. In particular, it emphasizes the necessity of teachers’ collaboration and their involvement in program planning. Moreover, the article articulates the significance of parents’ participation as well.