The Effect of a Summer School Literacy Program on the Reading Attitudes of Elementary School Struggling Readers

This mixed-method study explored and examined the reading attitudes of thirdgrade struggling readers (n=91) following six weeks of summer school using a scripted literacy program (Voyager Passport). During the quantitative portion of the study students (n=91) from five different summer school sites...

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Main Author: Fradley, Katie
Format: Others
Published: Scholar Commons 2007
Subjects:
Online Access:https://scholarcommons.usf.edu/etd/710
https://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=1709&context=etd
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spelling ndltd-USF-oai-scholarcommons.usf.edu-etd-17092019-10-04T05:20:38Z The Effect of a Summer School Literacy Program on the Reading Attitudes of Elementary School Struggling Readers Fradley, Katie This mixed-method study explored and examined the reading attitudes of thirdgrade struggling readers (n=91) following six weeks of summer school using a scripted literacy program (Voyager Passport). During the quantitative portion of the study students (n=91) from five different summer school sites were given the Elementary Reading Attitude Survey (McKenna & Kear, 1990). The survey, which was administered by the classroom teacher the first day of summer school and the last week of summer school, provided scores for academic, recreational and total reading attitude. Following data collection the results of the ERAS surveys were analyzed using a dependent measures t-test as well as descriptive statistics. Results revealed no significant differences in recreational or total reading attitude following summer school using a scripted literacy program. Gender and school site were both examined using a multivariate analysis. Results indicated no statistically significant differences based on gender. However, when academic attitude was examined the results for school site were found to be significant F (4, 90) = 2.87, p = .03. A follow-up Tukey test revealed that although there was a difference in academic attitudes between the school sites, the variation could not be pinpointed to particular sites. The qualitative portion of the study relied on both field notes gathered through classroom observations (n=113) and focus groups. One focus group was held at each of the five summer school sites. During focus groups a group moderator asked the students a series of six questions. Results were analyzed using semantic content analysis (Stewart & Shamdasani, 1990) to identify themes related to students' attitudes about reading. After a cross case analysis of the targeted classrooms was conducted, triangulation was used to compare the findings from the ERAS survey, classroom observations, and focus groups. The qualitative findings revealed that following summer school students liked to read, felt they were better readers, and felt prepared to take the standardized test. However, only 29% of the students passed the alternative assessment. The results also revealed questions regarding the fidelity of the implementation and concerns with the lack of norming data on the fidelity measure. 2007-11-27T08:00:00Z text application/pdf https://scholarcommons.usf.edu/etd/710 https://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=1709&context=etd default Graduate Theses and Dissertations Scholar Commons ERAS Mixed-study Scripted literacy Third-grade Voyager Passport American Studies Arts and Humanities
collection NDLTD
format Others
sources NDLTD
topic ERAS
Mixed-study
Scripted literacy
Third-grade
Voyager Passport
American Studies
Arts and Humanities
spellingShingle ERAS
Mixed-study
Scripted literacy
Third-grade
Voyager Passport
American Studies
Arts and Humanities
Fradley, Katie
The Effect of a Summer School Literacy Program on the Reading Attitudes of Elementary School Struggling Readers
description This mixed-method study explored and examined the reading attitudes of thirdgrade struggling readers (n=91) following six weeks of summer school using a scripted literacy program (Voyager Passport). During the quantitative portion of the study students (n=91) from five different summer school sites were given the Elementary Reading Attitude Survey (McKenna & Kear, 1990). The survey, which was administered by the classroom teacher the first day of summer school and the last week of summer school, provided scores for academic, recreational and total reading attitude. Following data collection the results of the ERAS surveys were analyzed using a dependent measures t-test as well as descriptive statistics. Results revealed no significant differences in recreational or total reading attitude following summer school using a scripted literacy program. Gender and school site were both examined using a multivariate analysis. Results indicated no statistically significant differences based on gender. However, when academic attitude was examined the results for school site were found to be significant F (4, 90) = 2.87, p = .03. A follow-up Tukey test revealed that although there was a difference in academic attitudes between the school sites, the variation could not be pinpointed to particular sites. The qualitative portion of the study relied on both field notes gathered through classroom observations (n=113) and focus groups. One focus group was held at each of the five summer school sites. During focus groups a group moderator asked the students a series of six questions. Results were analyzed using semantic content analysis (Stewart & Shamdasani, 1990) to identify themes related to students' attitudes about reading. After a cross case analysis of the targeted classrooms was conducted, triangulation was used to compare the findings from the ERAS survey, classroom observations, and focus groups. The qualitative findings revealed that following summer school students liked to read, felt they were better readers, and felt prepared to take the standardized test. However, only 29% of the students passed the alternative assessment. The results also revealed questions regarding the fidelity of the implementation and concerns with the lack of norming data on the fidelity measure.
author Fradley, Katie
author_facet Fradley, Katie
author_sort Fradley, Katie
title The Effect of a Summer School Literacy Program on the Reading Attitudes of Elementary School Struggling Readers
title_short The Effect of a Summer School Literacy Program on the Reading Attitudes of Elementary School Struggling Readers
title_full The Effect of a Summer School Literacy Program on the Reading Attitudes of Elementary School Struggling Readers
title_fullStr The Effect of a Summer School Literacy Program on the Reading Attitudes of Elementary School Struggling Readers
title_full_unstemmed The Effect of a Summer School Literacy Program on the Reading Attitudes of Elementary School Struggling Readers
title_sort effect of a summer school literacy program on the reading attitudes of elementary school struggling readers
publisher Scholar Commons
publishDate 2007
url https://scholarcommons.usf.edu/etd/710
https://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=1709&context=etd
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