{"id":{"repo_id":"brock","oai_identifier":"oai:brocku.scholaris.ca:10464/12947"},"canonical_url":"https://search.dev.ndltd.org/etd/brock/oai:brocku.scholaris.ca:10464/12947","repository":{"repo_id":"brock","name":"Brock University","base_url":"https://brocku.scholaris.ca/server/oai/request"},"display":{"title":"Addressing the Summer Learning Gap Among Children with Reading Difficulties","abstract":"This study explored literacy change and development in children with reading difficulties over the summer months. More specifically, a summer literacy program called S.L.A.M., offered by the Learning Disabilities Association of the Niagara Region, was examined. A multi-lens approach was used to examine the efficacy of the summer literacy program, and the contextual factors associated with its success and the children’s overall success in the program. Fifteen children, ages 6-10, were administered a series of reading-based measures, while facilitators involved with the program’s implementation were interviewed in focus groups, and a daily field journal was maintained by the program Head Facilitator. Results of the study indicated that literacy intervention during the summer months can help to alleviate the summer learning loss and support further literacy development in vulnerable readers. Such findings hold important implications for policy and practice surrounding models of schooling and programming that support children’s learning yearlong.","abstract_html":"This study explored literacy change and development in children with reading difficulties over the summer months. More specifically, a summer literacy program called S.L.A.M., offered by the Learning Disabilities Association of the Niagara Region, was examined. A multi-lens approach was used to examine the efficacy of the summer literacy program, and the contextual factors associated with its success and the children’s overall success in the program. Fifteen children, ages 6-10, were administered a series of reading-based measures, while facilitators involved with the program’s implementation were interviewed in focus groups, and a daily field journal was maintained by the program Head Facilitator. Results of the study indicated that literacy intervention during the summer months can help to alleviate the summer learning loss and support further literacy development in vulnerable readers. Such findings hold important implications for policy and practice surrounding models of schooling and programming that support children’s learning yearlong.","abstract_has_math":false,"creators":["Grice, Melanie"],"institution":"Brock University","degree_name":"M.A. Child and Youth Studies","degree_level":"Masters","degree_discipline":"Faculty of Social Sciences","degree_department":"Department of Child and Youth Studies","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-08-28T19:25:34Z","date_published":"2017-08-28T19:25:34Z","updated_at":"2026-07-24T01:23:04Z","subjects":["literacy","learning disabilities","summer learning gap","intervention","reading"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10464/12947","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Department of Child and Youth Studies"]},{"key":"dc:creator","label":"Author","values":["Grice, Melanie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2017-08-28T19:25:34Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2017-08-28T19:25:34Z"]},{"key":"dc:date.issued","label":"Date","values":["2017-08-28T19:25:34Z"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Faculty of Social Sciences"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Child and Youth Studies"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Brock University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["literacy","learning disabilities","summer learning gap","intervention","reading"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10464/12947"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study explored literacy change and development in children with reading difficulties over the summer months. More specifically, a summer literacy program called S.L.A.M., offered by the Learning Disabilities Association of the Niagara Region, was examined. A multi-lens approach was used to examine the efficacy of the summer literacy program, and the contextual factors associated with its success and the children’s overall success in the program. Fifteen children, ages 6-10, were administered a series of reading-based measures, while facilitators involved with the program’s implementation were interviewed in focus groups, and a daily field journal was maintained by the program Head Facilitator. Results of the study indicated that literacy intervention during the summer months can help to alleviate the summer learning loss and support further literacy development in vulnerable readers. Such findings hold important implications for policy and practice surrounding models of schooling and programming that support children’s learning yearlong."]},{"key":"dc:title","label":"Title","values":["Addressing the Summer Learning Gap Among Children with Reading Difficulties"]}]}],"canonical_facts":{"dc:contributor.department":["Department of Child and Youth Studies"],"dc:creator":["Grice, Melanie"],"dc:date.accessioned":["2017-08-28T19:25:34Z"],"dc:date.available":["2017-08-28T19:25:34Z"],"dc:date.issued":["2017-08-28T19:25:34Z"],"dc:description.abstract":["This study explored literacy change and development in children with reading difficulties over the summer months. More specifically, a summer literacy program called S.L.A.M., offered by the Learning Disabilities Association of the Niagara Region, was examined. A multi-lens approach was used to examine the efficacy of the summer literacy program, and the contextual factors associated with its success and the children’s overall success in the program. Fifteen children, ages 6-10, were administered a series of reading-based measures, while facilitators involved with the program’s implementation were interviewed in focus groups, and a daily field journal was maintained by the program Head Facilitator. Results of the study indicated that literacy intervention during the summer months can help to alleviate the summer learning loss and support further literacy development in vulnerable readers. Such findings hold important implications for policy and practice surrounding models of schooling and programming that support children’s learning yearlong."],"dc:identifier.uri":["http://hdl.handle.net/10464/12947"],"dc:language.iso":["eng"],"dc:subject":["literacy","learning disabilities","summer learning gap","intervention","reading"],"dc:title":["Addressing the Summer Learning Gap Among Children with Reading Difficulties"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Faculty of Social Sciences"],"thesis:degree_level":["Masters"],"thesis:degree_name":["M.A. Child and Youth Studies"],"thesis:institution_name":["Brock University"]},"updated_at":"2026-07-24T01:23:04Z"}