Leveraging Science to Accelerate Reading Achievement in a Summer Literacy Program for Low-Income Children (Poster 9)

• In Event: AERA Poster Session Eight
  In Poster Session: Literacy Poster Session Three

Abstract

We examined the effects of a summer literacy program for children who read below grade level given an additional hour of integrated literacy/science instruction following 90 minutes of reading instruction. Children’s reading achievement, science knowledge, and science attitudes were compared pre- and post-program, and their reading achievement was compared with that of students who attended during previous summers and participated in process writing instruction for an hour following reading instruction. We found significant, positive differences in reading achievement and science knowledge, that science attitudes differed with the content, and that children who participated in integrated literacy/science instruction showed significantly greater reading achievement than comparison students who did not. The findings suggest reading instruction within disciplinary study can accelerate reading achievement.

Authors

• Kathleen Clark, Marquette University
  Presenting Author

• Christine M. Reinders, Marquette University
  Presenting Author

• Jacob Daggett, Marquette University
  Presenting Author