Addressing the Summer Learning Gap Among Children with Reading Difficulties

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.

Name thesis:degree_name

M.A. Child and Youth Studies

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

Faculty of Social Sciences

Department dc:contributor.department

Department of Child and Youth Studies

Grantor

Brock University

Year dc:date.issued

2017

Author dc:creator

• Grice, Melanie

• literacy
• learning disabilities
• summer learning gap
• intervention
• reading

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/10464/12947

OAI identifier oai:identifier

oai:brocku.scholaris.ca:10464/12947