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

Reviewed: September 2010

At least one statistically significant positive finding
Meets WWC standards without reservations
Reading achievement outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

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


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • Urban
    • B
    • A
    • C
    • D
    • E
    • F
    • G
    • I
    • H
    • J
    • K
    • L
    • P
    • M
    • N
    • O
    • Q
    • R
    • S
    • V
    • U
    • T
    • W
    • X
    • Z
    • Y
    • a
    • h
    • i
    • b
    • d
    • e
    • f
    • c
    • g
    • j
    • k
    • l
    • m
    • n
    • o
    • p
    • q
    • r
    • s
    • t
    • u
    • x
    • w
    • y

    Florida
  • Race
    Other or unknown
    89%
    White
    5%
 

Your export should download shortly as a zip archive.

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

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