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dc.contributor.advisor Zvoch, Keith en_US Robertson, Mark en_US 2015-01-14T15:57:21Z 2015-01-14T15:57:21Z 2015-01-14
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 D.Ed. en_US doctoral en_US Department of Educational Methodology, Policy, and Leadership en_US University of Oregon en_US

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