Learning when school is not in session: A reading summer day-camp intervention to improve the achievement of exiting first-grade students who are economically disadvantaged

Description:

A longitudinal, randomized study of the effects at three and nine months post-intervention of a seven-week summer reading day camp on the reading achievement of low-income first grade children, based on direct child assessments

Resource Type:

Reports & Papers

Author(s):

Schacter John; Jo Booil

Publisher(s):

United Kingdom Literacy Association

Funder(s):

United States. Department of Education; Milken Family Foundation

Country:

United States

State(s)/Territories/Tribal Nation(s):

California

Date Issued:

2005

Source:

Journal of Research in Reading, 28(2), 158-169

Journal Title:

Journal of Research in Reading

Volume Number:

Issue Number:

Page Range:

158-169

Topics:

6. Programs, Interventions & Curricula > 6.2. Interventions/Curricula > 6.2.9. Early Literacy

6. Programs, Interventions & Curricula > 6.2. Interventions/Curricula > 6.2.4. School Age

6. Programs, Interventions & Curricula > 6.1. Programs > 6.1.8. Out-Of-School Time

ISSN:

0141-0423

Paper

Peer Reviewed:

Yes

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