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dc.contributor.advisor Zvoch, Keith en_US
dc.contributor.author Robertson, Mark en_US
dc.date.accessioned 2015-01-14T15:57:21Z
dc.date.available 2015-01-14T15:57:21Z
dc.date.issued 2015-01-14
dc.identifier.uri http://hdl.handle.net/1794/18719
dc.description.abstract The purpose of this study was to evaluate the change in oral reading fluency among a sample of students (N = 44) who were randomly assigned a summer school placement. A second goal was to identify relationships between student background characteristics, student learning engagement, and reading fluency outcomes among those students who participated in summer school. Results indicated that students who were assigned to or participated in summer school did not achieve statistically greater summer learning outcomes than students who did not participate. However, summer school participants showed substantial growth in fluency outcomes during the summer intervention period. Implications for summer programs are discussed. en_US
dc.language.iso en_US en_US
dc.publisher University of Oregon en_US
dc.rights All Rights Reserved. en_US
dc.subject Oral reading fluency en_US
dc.subject Summer school en_US
dc.subject Summer setback en_US
dc.title An Evaluation of a School-Based Summer Literacy Program en_US
dc.type Electronic Thesis or Dissertation en_US
thesis.degree.name D.Ed. en_US
thesis.degree.level doctoral en_US
thesis.degree.discipline Department of Educational Methodology, Policy, and Leadership en_US
thesis.degree.grantor University of Oregon en_US


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