Reading is fundamental. What does that mean exactly? It is essential for children and adults to effectively read. Comprehension and fluency are key facts to reading efficiently. The article "Effects of a Voluntary Summer Reading Intervention on Reading Achievement: Results From a Randomized Field Trial" by James S. Kim. Educational Evaluation and Policy Analysis. Winter 2006 Volume 28 Number 4 pp. 335-355. was a randomized experiment conducted during the summer months after the end of the school year. Randomly 552 children from 10 different schools were chosen for this trial. Minority students were the main focus of the study. The vast majority were of African American decent, Latino decent, less fluent, or students who owned fewer than fifty books. As a voluntary reading intervention program it was offered to students from fourth up to the eighth grade. Each student was given an individualized instruction plan of silent reading, strategies of comprehension and fluency, and peer to peer reading done orally with a family member or friend. Like the bible states “And thou shalt teach them ordinances and laws, and shalt shew them the way wherein they must walk, and the work that they must do. (Exodus 18:20) Our children must be given a path, an idea to help them move along. Toward the last months of the school year the students were given the lessons. Biweekly the students were mailed up to eight books during the remainder months of the summer, July and August. These materials were based off of the reading levels desired by each grade. As a randomized experiment, meaning the children were randomly tested over a long period of time, the study discussed how income and socioeconomic backgrounds affected the children’s ability to read due to fewer resources. The reasoning for the study was to see how effective a summer reading intervention would be on improving the reading abilities of these students. Randomized...
References: Kim, J. S. (2006). Efffects of a Voluntary Summer Readin Intervention on Reading Achievment: Results from a Randomized Field Trial. Educational Evaluation and Policy Analysis, 335-355.
Slavin, R. E. (2012). Education Psychology. Theory and Practice, 15-16
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