This study examined the relationship between reading during the summer and reading achievement. The participants consisted of second through fifth grade students in a rural, western North Carolina elementary school. Continued focus on increasing reading abilities and closing the achievement gap prompted the interest for this research.
Data were gathered through the use of qualitative and quantitative measures such as state and county assessments, surveys, and program reports.
Analysis of the data indicated the role that reading during the summer had on reading achievement.
|Advisers||David Shellman; Jane King|
|Subjects||Elementary education; Reading instruction|
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