Date of Award

5-1-2007

Document Type

Thesis

Degree Name

Specialist in Education (Ed.S.)

Department

Psychology

First Advisor

Dr. Lisa Kelly-Vance

Abstract

During the summer when many students are out of school, students often fail to make gains academically and may even lose skills they acquired during the school year. This can be a time, however, for remediation of students with academic difficulties. Previous studies have shown the effectiveness of summer reading programs for students struggling in reading during the regular school year. The current study is an evaluation of the effectiveness of a six-week summer reading clinic. Data from eighteen second and third grade students who had been identified as having a learning disability participated in this study. Students in the program were given more individualized instruction than could be provided in the regular classroom. Reading progress was monitored on a weekly basis using DIBELS reading fluency assessments for the duration of the reading clinic. The students were also progress-monitored during the following school year. Results indicate that students did not make a significant gain or loss over the course of the six-week reading program. Students did make significant growth, however, the following school year.

Comments

An Ed.S. Field Project Presented to the Department of School Psychology and the Faculty of the Graduate College University of Nebraska In Partial Fulfillment of the Requirements for the Degree Education Specialist University of Nebraska at Omaha. Copyright Nicole Jennifer Werth May, 2007

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