Scaffolding Voluntary Summer Reading for Children in Grades 3 to 5: An Experimental Study

Kim, James Sangil; White, Thomas G.

doi:10.1080/10888430701746849

Cited by 104 publications

(142 citation statements)

References 21 publications

Supporting

Mentioning

127

Contrasting

Unclassified

Order By: Relevance

“…effectiveness of home interventions, some researchers have also scaffolded summer book reading by including teacher lessons right before the summer, by improving the match between a child's independent reading level and the readability of text, and by encouraging parent involvement in home literacy activities (McCombs et al, 2011). Although developers of home interventions may implement diverse approaches to scaffolding summer book reading, the combination of effective teacher-directed comprehension lessons, careful text leveling strategies, and opportunities to read books for multiple summers appear to enhance comprehension gains (Allington et al, 2010;Kim & White, 2008;Mesmer & Cumming, 2009). …”

Section: Defining Summer Reading Interventionsmentioning

confidence: 99%

The Effects of Summer Reading on Low-Income Children’s Literacy Achievement From Kindergarten to Grade 8

Kim

Quinn

2013

Review of Educational Research

Self Cite

166

125

View full text Add to dashboard Cite

This meta-analysis reviewed research on summer reading interventions conducted in the United States and Canada from 1998 to 2011. The synthesis included 41 classroom-and homebased summer reading interventions, involving children from kindergarten to Grade 8.Compared to control group children, children who participated in classroom interventions, involving teacher-directed literacy lessons, or home interventions, involving child-initiated book reading activities, enjoyed significant improvement on multiple reading outcomes. The magnitude of the treatment effect was positive for summer reading interventions that employed research-based reading instruction and included a majority of low-income children. Sensitivity analyses based on within-study comparisons indicated that summer reading interventions had significantly larger benefits for children from low-income backgrounds than for children from a mix of income backgrounds. The findings highlight the potentially positive impact of classroomand home-based summer reading interventions on the reading comprehension ability of lowincome children.Keywords: meta-analysis, reading comprehension, low-income children, summer learning loss Effective summer interventions may be critical to improving children's reading achievement from kindergarten to Grade 8, particularly for low-income children. Policymakers have adopted two primary intervention strategies for improving children's reading achievement during the summer months: classroom-and home-based summer reading interventions.Classroom-based summer reading interventions are designed to remediate children's academic weaknesses through instructional activities led by schoolteachers, college and graduate students, and university researchers. A meta-analysis of experimental studies (Cooper, Charlton, Valentine, & Muhlenbruck, 2000) indicated that classroom-based summer reading programs improved student achievement by .14 standard deviations. More recently, home-based summer reading interventions have been implemented as a potentially cost-effective strategy for preventing reading loss among low-income children (McCombs et al., 2011). Snow, & Martin-Glenn, 2006; National Reading Panel, 2000). As a result, policymakers and practitioners have sought to implement summer reading interventions that show strong evidence of efficacy and use research-based instructional practices. Given the national imperative to close income-based disparities in student achievement, there is a growing need to understand the programmatic characteristics of effective summer reading interventions and their potential benefits for low-income children (McCombs et al., 2011). This updated metaanalytic review synthesizes results from 41 summer reading interventions, involving children from kindergarten to Grade 8. Defining Summer Reading InterventionsSummer reading interventions are usually implemented inside or outside classrooms (McCombs et al., 2011). Although context is only one characteristic of a summer reading intervention, theorists (Bronfen...

show abstract

Section: Defining Summer Reading Interventionsmentioning

confidence: 99%

The Effects of Summer Reading on Low-Income Children’s Literacy Achievement From Kindergarten to Grade 8

Kim

Quinn

2013

Review of Educational Research

Self Cite

166

125

View full text Add to dashboard Cite

show abstract

“…(Seek permission to reproduce Figure 1 from White & Kim, 2008) In Lesson 2, the focus was fluency practice. Following a review of comprehension strategies, the teacher stated, "Another thing that good readers do is read smoothly and with good expression when they are reading aloud."…”

Section: Figure 3-postcard For Children Receiving Books With Oral Reamentioning

confidence: 99%

“…In parallel fashion, Reutzel et al (2008) developed a Scaffolded Silent Reading (ScSR) procedure for classroom use that attempts to foster children's motivation to read, reading comprehension, and fluency by having children not only read silently on their own but also read aloud to the teacher and complete book response projects. The text that follows has been adapted from White and Kim (2008 In the first of our two experiments (Kim, 2006), fourth-grade children received lessons from their teacher at the end of the school year. In these lessons, the teacher modeled fluent oral reading and comprehension strategies for silent reading.…”

Section: Figure 2-logic Model For Studies Of Scaffolded Silent Summermentioning

confidence: 99%

“…In addition, it is possible that the same results would have been obtained if children simply received the matched books without any support from their teachers or parents, or if children received only oral reading practice without comprehension strategies instruction. Therefore, we conducted a second experiment (Kim & White, 2008) with four groups of children in grades 3 through 5:…”

Section: The Experiments and The Programmentioning

confidence: 99%

“…In the process, we developed what we call a "scaffolded" summer reading program and conducted two randomized experiments to test its effectiveness (Kim, 2006;Kim & White, 2008). In the next three sections, to provide a backdrop, we review research on socioeconomic differences in reading achievement and summer learning and some possible explanations of those differences.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Can Silent Reading in the Summer Reduce Socioeconomic Differences in Reading Achievement?

Kim¹

2010

Revisiting Silent Reading: New Directions for Teachers and Researchers

View full text Add to dashboard Cite

show abstract

Twenty‐first century adaptive teaching and individualized learning operationalized as specific blends of student‐centered instructional events: A systematic review and meta‐analysis

Bernard

Borokhovski

Schmid

et al. 2019

Campbell Systematic Reviews

View full text Add to dashboard Cite

Teacher's role: Ranging from authority figure and sole source of information, to teacher as equal partner in the learning process.Adaptability: Degrees of manipulating learning environments, materials, and activities to make them more student-centered. | What is this review about?Teaching in K-12 classrooms involves many decisions about the appropriateness of methods and materials that both provide content and encourage learning.This review assesses the overall impact on student achievement of processes and methods that are more student-centered versus less ---

show abstract

Scaffolding Voluntary Summer Reading for Children in Grades 3 to 5: An Experimental Study

Cited by 104 publications

References 21 publications

The Effects of Summer Reading on Low-Income Children’s Literacy Achievement From Kindergarten to Grade 8

The Effects of Summer Reading on Low-Income Children’s Literacy Achievement From Kindergarten to Grade 8

Can Silent Reading in the Summer Reduce Socioeconomic Differences in Reading Achievement?

Twenty‐first century adaptive teaching and individualized learning operationalized as specific blends of student‐centered instructional events: A systematic review and meta‐analysis

Contact Info

Product

Resources

About