WWC review of this study

Addressing summer reading setback among economically disadvantaged elementary students.

Allington, R. L., McGill-Franzen, A., Camilli, G., Williams, L., Graff, J., Zeig, J., et al. (2010). Washington, DC: Office of Educational Research and Improvement, U.S. Department of Education, Grant # R305T010692-02. Retrieved from: https://eric.ed.gov/?id=EJ900788

  • Randomized Controlled Trial
     examining 
    1,330
     Students
    , grades
    1-5
At least one statistically significant positive finding
Meets WWC standards without reservations

Reviewed: September 2010

Reading achievement outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
ESSA
rating

Florida Comprehensive Assessment Test (FCAT): Reading

Summer Reading Books vs. None

3 year follow-up

Full;
1,330 students

1285.56

1238.34

Yes

 
 
6
More Outcomes
Show Supplemental Findings

Florida Comprehensive Assessment Test (FCAT): Reading

Summer Reading Books vs. None

3 year follow-up

FRPL;
1,090 students

N/A

N/A

Yes

 
 
8

Characteristics of study sample as reported by study author.


  • 82% Free or reduced price lunch
  • Race
    Not specified
    89%
    White
    5%

  • Urban
    • B
    • A
    • C
    • D
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    • F
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    • y

    Florida
 

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This download will include data files for study and findings review data and a data dictionary.

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