{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1835"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1835","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"A Mixed-Design Study Investigating the Benefits and Perceptions of a Teacher-Guided Summer Literacy Program","abstract":"The purpose of this mixed design study was to determine: (a) whether participating in a teacher-guided summer literacy program affected reading achievement of students who had completed second grade and (b) parents' and students' perceptions of the program. Data were collected through spring and fall scores of the Developmental Reading Assessment (DRA), observations, surveys of students' and parents' perceptions of the program, and artifacts consist of summer work samples. Survey findings revealed that students benefited from the summer reading program. Both parents and students believed the summer reading program was beneficial. Specific benefits from the summer reading program included: enjoyment, reinforcement of skills, and increased reading achievement. Recommendations for future studies, school districts, teachers, and parents are included.","abstract_html":"The purpose of this mixed design study was to determine: (a) whether participating in a teacher-guided summer literacy program affected reading achievement of students who had completed second grade and (b) parents' and students' perceptions of the program. Data were collected through spring and fall scores of the Developmental Reading Assessment (DRA), observations, surveys of students' and parents' perceptions of the program, and artifacts consist of summer work samples. Survey findings revealed that students benefited from the summer reading program. Both parents and students believed the summer reading program was beneficial. Specific benefits from the summer reading program included: enjoyment, reinforcement of skills, and increased reading achievement. Recommendations for future studies, school districts, teachers, and parents are included.","abstract_has_math":false,"creators":["Strader, Amber J."],"institution":null,"degree_name":"Master of Science in Education in Literacy","degree_level":"Masters","degree_discipline":"Reading, Foundations, and Technology","degree_department":null,"school":null,"contributors":["Sarah Nixon"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-07-01T07:00:00Z","date_published":"2003-07-01T07:00:00Z","updated_at":"2026-07-24T03:15:54Z","subjects":["Other Education"],"languages":[],"rights":["© Amber J Strader"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/834","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sarah Nixon"]},{"key":"dc:creator","label":"Author","values":["Strader, Amber J."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Reading, Foundations, and Technology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Education in Literacy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Other Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Amber J Strader"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/834"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this mixed design study was to determine: (a) whether participating in a teacher-guided summer literacy program affected reading achievement of students who had completed second grade and (b) parents' and students' perceptions of the program. Data were collected through spring and fall scores of the Developmental Reading Assessment (DRA), observations, surveys of students' and parents' perceptions of the program, and artifacts consist of summer work samples. Survey findings revealed that students benefited from the summer reading program. Both parents and students believed the summer reading program was beneficial. Specific benefits from the summer reading program included: enjoyment, reinforcement of skills, and increased reading achievement. Recommendations for future studies, school districts, teachers, and parents are included."]},{"key":"dc:title","label":"Title","values":["A Mixed-Design Study Investigating the Benefits and Perceptions of a Teacher-Guided Summer Literacy Program"]}]}],"canonical_facts":{"dc:contributor":["Sarah Nixon"],"dc:creator":["Strader, Amber J."],"dc:description.abstract":["The purpose of this mixed design study was to determine: (a) whether participating in a teacher-guided summer literacy program affected reading achievement of students who had completed second grade and (b) parents' and students' perceptions of the program. Data were collected through spring and fall scores of the Developmental Reading Assessment (DRA), observations, surveys of students' and parents' perceptions of the program, and artifacts consist of summer work samples. Survey findings revealed that students benefited from the summer reading program. Both parents and students believed the summer reading program was beneficial. Specific benefits from the summer reading program included: enjoyment, reinforcement of skills, and increased reading achievement. Recommendations for future studies, school districts, teachers, and parents are included."],"dc:identifier":["https://bearworks.missouristate.edu/theses/834"],"dc:rights":["© Amber J Strader"],"dc:subject":["Other Education"],"dc:title":["A Mixed-Design Study Investigating the Benefits and Perceptions of a Teacher-Guided Summer Literacy Program"],"thesis:degree_discipline":["Reading, Foundations, and Technology"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Education in Literacy"]},"updated_at":"2026-07-24T03:15:54Z"}