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dc.contributor.advisorDuCette, Joseph P.
dc.creatorWalsh, Jonathan Thomas
dc.date.accessioned2020-11-05T16:09:58Z
dc.date.available2020-11-05T16:09:58Z
dc.date.issued2017
dc.identifier.urihttp://hdl.handle.net/20.500.12613/3772
dc.description.abstractWith so many students attending summer programs, it is remarkable that there is little research available aiming to investigate achievement differences in participants versus non-participants. This study examined the place of a summer program within a school district budget and curriculum. The study was designed to better understand the achievement gains, or lack thereof, of students who were invited to a summer program in one Northeast school district. The research design attempted to provide a better understanding of how the summer program impacted reading achievement of students who attended the program. The study compared the reading achievement of students who attended the summer program to the reading achievement of students who were invited to the summer program, but did not attend. The results of the study revealed there was a statistical difference in the test scores of the students who attended the summer reading program compared to those that did not attend. That statistical difference showed that students who attended the program scored higher on the formative reading assessments than did students who did not attend the program during the October assessment. Also, it was discovered that students who attended the summer reading program maintained their difference in reading achievement level over the course of the school year, in between October and May. It was concluded that attending the summer reading program set forth a difference in reading achievement that was maintained throughout the school.
dc.format.extent131 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducational Leadership
dc.titleTHE IMPACT OF A SUMMER READING INTERVENTION ON ACADEMIC ACHIEVEMENT
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberGross, Steven Jay
dc.contributor.committeememberDavis, James Earl
dc.contributor.committeememberFarley, Frank
dc.description.departmentEducational Leadership
dc.relation.doihttp://dx.doi.org/10.34944/dspace/3754
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreeEd.D.
refterms.dateFOA2020-11-05T16:09:58Z


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