Closing Reading Gaps With Reading A-Z
About this Research
This study addressed the critical need to support English Language Learners (ELLs) in middle school. These students often do not meet reading proficiency benchmarks and additionally lose even more reading progress over the summer compared to non-ELLs (“summer slide”). The study explored whether a voluntary summer intervention program which included Reading A-Z resources (running records, comprehension quizzes, and retell rubrics) could be used to engage ELL students in increased reading over the summer, and whether this practice improved reading ability and comprehension.
Main Findings
Students demonstrated improvements in reading accuracy, speed, and comprehension after participating in the summer program. The Lexile reader measures of ELLs who participated in the summer reading program increased by an average of 20 points. In comparison, the Lexile reader measures of ELLs who did not participate in the summer reading program declined by 39 points, whereas the Lexile reader measures of non-ELLs grew by 61 points. Thus, summer reading interventions have the ability to stop the summer slide, improve reading outcomes for ELLs, and support achievement equity.
Participants
Participants in the study were 25 sixth-grade ELLs in Milford, Delaware who agreed to take part in the summer intervention program.
Study Design and Procedures
The study used a single-group pre- and posttest design. Students participated in the weekly summer intervention program over the course of 9 weeks, with growth measured by comparing spring and fall FastBridge adaptive Reading assessments, as well as weekly Reading A-Z activities (running records, comprehension quizzes, and retell rubrics) completed during the intervention period. Lexile scores were also compared to other students in the school (both ELL and non-ELL) who did not participate in the intervention.
Citations
Bryan, E. (2024). Addressing Reading Achievement Gaps
Among Secondary English Learners in Delaware Public Schools (Publication No. 30991825) [Doctoral dissertation, Wilmington University]. ProQuest Dissertations & Theses.
