Summer School Programming for Adolescent Readers Labeled as Struggling: A Case Study

• In Event: 79.050 - MTCC Roundtable Session 36
  In Roundtable Session: 79.050-13 - Literacy Research in Adolescence

Abstract

The decline of academic achievement during summer is well documented and can result in a one-month loss of skills acquired during the school year. Summer slide can further contribute to a widening gap between low and high achieving readers. This instrumental case study explored a summer class for adolescent readers labeled as struggling. Participants were two educators and eleven focal students. Sources of data included interviews, audio recordings, field notes, and artifacts. Third Generation Activity Theory served as the theoretical framework. The following assertions emerged: (1) Long-term side-effects of labeling and tracking readers (2) Learner fatigue with “doing school”, and (3) The constraint of time for teaching and learning. Findings underscore the need for improved summer programming for adolescent readers.

Author

• Colleen Pennell