A Mixed-Design Study Investigating the Benefits and Perceptions of a Teacher-Guided Summer Literacy Program

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.

Name thesis:degree_name

Master of Science in Education in Literacy

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

Reading, Foundations, and Technology

Year

2003

Author dc:creator

• Strader, Amber J.

Contributors dc:contributor

• Sarah Nixon

• Other Education

Statement dc:rights

• © Amber J Strader

Repository record dc:identifier

https://bearworks.missouristate.edu/theses/834

OAI identifier oai:identifier

oai:bearworks.missouristate.edu:theses-1835