Fluency Outcomes of Summer Reading Intervention for Third Graders: A Cross-Sectional Analysis in the Context of COVID-19
Author:
Affiliation:
1. Department of Special Education and Child Development, University of North Carolina at Charlotte, Charlotte, NC, USA
2. Department of Reading and Elementary Education, University of North Carolina at Charlotte, Charlotte, NC, USA
Funder
Mebane Charitable Foundation
Steven A. Cornwell Foundation
Publisher
Informa UK Limited
Subject
Linguistics and Language,Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/10573569.2023.2286968
Reference56 articles.
1. Lasting Consequences of the Summer Learning Gap
2. Addressing Summer Reading Setback Among Economically Disadvantaged Elementary Students
3. Amplify. (2022). Amid academic recovery in classrooms nationwide risks remain for youngest students with least instructional time during critical early years . Research Brief. Amplify. https://amplify.com/wp-content/uploads/2022/02/mCLASS_MOY-Results_February-2022-Report.pdf
4. An Evaluation of an Explicit Read Aloud Intervention Taught in Whole-Classroom Formats In First Grade
5. Barbour, M. K. (2018). A history of K-12 distance, online, and blended learning worldwide. In K. Kennedy & R. Ferdig (Eds.), Handbook of research on K-12 online and blended learning (2nd ed., pp. 21–40). ETC Press.
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