Preventing a summer slide in reading – the effects of a summer school

Nicholson, Tom; Tiru, Shanthi

doi:10.1080/19404158.2019.1635499

Cited by 10 publications

(5 citation statements)

References 33 publications

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“…Another possible solution is to provide writing instruction during students’ summer vacation or during other breaks in the school year. Providing instruction when students are not in school has enhanced literacy capabilities previously (e.g., Nicholson & Tiru, 2019).…”

Section: Discussionmentioning

confidence: 99%

Learning loss during the COVID-19 pandemic and the impact of emergency remote instruction on first grade students’ writing: A natural experiment.

Skar

2022

Journal of Educational Psychology

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The coronavirus disease 2019 (COVID-19) pandemic and the sudden cancellation of in-class instruction for many students around the world presented an unprecedented disruption in children’s education. As the COVID-19 pandemic took form, multiple concerns were raised about the potential negative impact on students’ learning. The current study examined this proposition for children’s writing. We compared the quality of writing, handwriting fluency, and attitude toward writing of first grade Norwegian students during the COVID-19 pandemic (421 girls, 396 boys), which included emergency remote instruction for almost 7 weeks, with first grade students in the same schools a year before the pandemic began (835 girls, 801 boys). After controlling for variance due to national test scores, school size, proportion of certified teachers, students per special education teacher, school hours per student, student gender, and native language, we found that students attending first grade during the pandemic had lower scores for writing quality, handwriting fluency, and attitude toward writing than their first grade peers tested a year earlier before the COVID-19 pandemic emerged. Implications for policy and instruction as well as future research are presented.

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Section: Discussionmentioning

confidence: 99%

Learning loss during the COVID-19 pandemic and the impact of emergency remote instruction on first grade students’ writing: A natural experiment.

Skar

2022

Journal of Educational Psychology

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“…Existing interventions with some evidence of success include academic enrichment programs (Bowers & Schwartz, 2017;Lenhoff et al, 2020;Nicholson & Tiru, 2019;Shinwell & Defeyter, 2017), summer camps (Garst & Ozier, 2015;Kirschman et al, 2010;Riley & Anderson-Butcher, 2012), food outreach programs (Collins et al, 2018;Litt et al, 2020;Turner & Calvert, 2019;, and more recently, computer-based and online offerings for summer academic support (Boyd, 2018;Osborne & Shaw, 2021;Pindiprolu & Marks, 2020), and Hip Hop culture and music integrated approaches (Levy & Travis, 2020;Travis et al, 2019a, b).…”

Section: Culturally Responsive and Creative Strategies For Mental Healthmentioning

confidence: 99%

“Now We’re All Family”: Exploring Social and Emotional Development in a Summer Hip Hop Mixtape Camp

Travis

Levy

Morphew

2022

Child Adolesc Soc Work J

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Child and adolescent mental health indicators were trending in the wrong direction pre-COVID-19 and have worsened with the exacerbation of life stressors during a pandemic, especially among youth of color and girls (Racine et al. in JAMA Pediatr 175:1142-1150. Hip Hop integrated group work with adolescents has increased in the literature, with an emphasis on being more culturally responsive and engaging compared to traditional therapeutic approaches. Levy and Travis (J Spec Group Work 45:307-330, 2020) found in their research that while all Hip Hop integrated groups were effective, the semistructured group had the most significant reduction in symptoms of stress, depression, and anxiety, compared to the highly structured and minimally structured groups. The purpose of the present study was to determine whether a Hip Hop integrated intervention, that is multi-modal and interdisciplinary (i.e., blending two distinct models [HHE/CCMC] and facilitated by a social worker and school counselor). could effectively promote positive social and emotional development, across three leadership styles. Three groups of six high school students (total n = 18), identifying predominantly as Latinx and Black, were selected from a high school summer enrichment program. Results suggest social and emotional benefits for youth across all groups, regardless of facilitation style. Benefits included increased confidence, a strong sense of community, experiencing joy, and a willingness to step outside of their comfort zones to collaborate and create something personally meaningful. The setting (summer) and sample (high school students) have implications for programming and policies to best meet the mental health needs of youth year round and during times of instability.

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“…The studies (Table 1) offered summer reading programs to children at risk or at some risk of reading difficulties (Beach et al, 2018;Christodoulou et al 2017;Rafferty, 2012;Siddiqui et al, 2014;Zeng et al, 2016;Zvoch & Stevens, 2013) and behavioral problems (Hart et al, 2016;Rafferty, 2012;Zeng et al, 2016) or to low-income children (Beach et al, 2018;Gettinger & Stoiber, 2018;Hart et al, 2016;McCormick et al, 2021;Nicholson & Tiru, 2019;Pears et al, 2014;Siddiqui et al, 2014;Sinatra & Eschenauer, 2012;Xu & de Arment, 2017;Zvoch & Robertson, 2017). The programs ranged from 2 weeks to 8 weeks over a period of several years (i.e., longitudinal studies; Kraft & Monti-Nussbaum, 2017) or just for one summer and were administered to children in different grades (Christodoulou et al 2017;Gettinger & Stoiber, 2018;Nicholson & Tiru, 2019;Rafferty, 2012;Siddiqui et al, 2014;Sinatra & Eschenauer, 2012;White et al, 2014;Zeng et al, 2016;Zvoch & Stevens, 2013), or were used to prepare for the coming grade (Beach et al, 2018;Hart et al, 2016;McCormick et al, 2021;Pears et al, 2014;Zvoch & Robertson, 2017;Xu & de Arment, 2017). Thus, we have structured the narrative description of these studies according to their experimental design.…”

Section: Overview Of the Studiesmentioning

confidence: 99%

Summer Reading Program: A Systematic Literature Review

Dujardin

Écalle

Gomes³

et al. 2022

SER

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This article is a systematic review of summer reading programs from 2012 to 2021 and provides a synthesis of 16 articles on summer programs in children from prekindergarten through Grade 8 together with several individual and environmental characteristics (e.g., socioeconomic status, the language of learning, reading and/or behavioral disabilities). Compared to a control group, most studies have shown improvements, or at least no loss, in reading and writing skills and social behaviors. This is the reason why the programs are designed to incorporate a holistic approach to child development and are increasingly used in preparation for the next grade. Furthermore, this article highlights the heterogeneity of the intervention programs in terms of duration (2 weeks to 8 weeks), parental involvement (involved or not in literacy development) and type of intervention (at home vs. at center/school). Finally, the effectiveness of the programs is considered and the characteristics of and tips for successful programs are indicated.

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Preventing a summer slide in reading – the effects of a summer school

Cited by 10 publications

References 33 publications

Learning loss during the COVID-19 pandemic and the impact of emergency remote instruction on first grade students’ writing: A natural experiment.

Learning loss during the COVID-19 pandemic and the impact of emergency remote instruction on first grade students’ writing: A natural experiment.

“Now We’re All Family”: Exploring Social and Emotional Development in a Summer Hip Hop Mixtape Camp

Summer Reading Program: A Systematic Literature Review

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