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Title:  Study of Summer Reading and Its Effect on Reading Achievement
Description: The WWC quick review of the report "Addressing Summer Reading Setback Among Economically Disadvantaged Elementary Students" reviews a study that examined whether providing summer reading books to economically disadvantaged first- and second-grade students for three consecutive summers improved reading achievement. The study analyzed data on about 1,300 students from 17 high-poverty elementary schools in two large districts in Florida. It compared reading scores of students randomly assigned to receive summer reading books with those of students who did not receive them. Student-level reading achievement was measured by the Florida Comprehensive Achievement Test, the state-mandated reading assessment. Study authors found that students who received three consecutive years of free, self-selected summer reading books had statistically significantly higher reading test scores than students who did not receive summer reading books. The reported effect size of 0.14 is interpreted by the WWC as roughly equivalent to moving a student from the 50th percentile to the 56th percentile of reading achievement. In addition, the study found a statistically significant effect of summer reading among students who were the most economically disadvantaged, with an effect size of 0.21. The WWC rated the research described in this report as meets WWC evidence standards and notes that the study was a well-implemented randomized controlled trial.
Online Availability:
Cover Date: September 2010
Web Release: September 29, 2010
Publication #: WWC QRSR0929
Center/Program: WWC
Associated Centers: NCEE
Authors:
Type of Product: Quick Review
Keywords:
Achievement (Student)
Curriculum
Reading
Questions: For questions about the content of this Quick Review, please contact:
NCES WebMaster.