The Impact of an Intensive Summer Literacy Intervention on Student Learning

The Impact of an Intensive Summer Literacy Intervention on Student Learning

First Author: Valentina Contesse -- University of Florida
Additional authors/chairs: 
Holly Lane; Nicholas Gage
Keywords: Summer reading, Learning disability or difficulty, Word reading skills, Fluency, Pre-service teachers
Abstract / Summary: 

Researchers have developed myriad reading interventions to be implemented in schools (Hall & Burns, 2018; Scammacca, Roberts, Vaughn, & Stuebing, 2015). Less attention has been focused on reading interventions implemented during the summer (Kim & Quinn, 2013). Summer is a pivotal time for younger learners, particularly for those with or at-risk for reading difficulties, as research suggests that their gains in reading skills made during the school year recede during the summer months when they are not in school (Atteberry & McEachin, 2016; McEachin & Atteberry, 2017). The purpose of this study was to evaluate the impact of a summer reading program, but more importantly, the added benefit a one-on-one intensive reading intervention, on students’ reading skills. We used a regression discontinuity (RD) design to compare reading outcomes of students receiving only the general summer program instruction and those students receiving an hour of one-on-one intensive intervention each day during the program. First through fifth grade students attending the XX summer literacy program had full pre- and post-test data available on all measures. Students qualified for one-on-one intervention based on a grade-specific oral reading fluency (ORF) cut-score that was consistently applied to all students. Students that received the individually administered XXXX-Intensive intervention demonstrated statistically significant growth across all measures except the TOWRE. Cross-grade results suggest that XXXX-Intensive intervention had a statistically significant impact on students’ decoding outcomes. These results expand on previous research on the implementation of research-based reading instruction during summer reading programs and the impact of individually administered reading interventions. One-on-one interventions during a summer reading program have the potential of improving targeted literacy skills in a short period of time when they are explicit, systematic, and intensive.