Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Psychology

Faculty/School

Faculty of Science

First Advisor

Alexandra Gottardo

Advisor Role

Thesis Supervisor

Abstract

This study examined the effects of a summer library reading program on children’s reading progress. Sixty-nine children in second to fifth grade, ages 7–11, completed reading ability measures at two points: before and after participating in the summer library reading program, for the duration of July and August. For this quasi-experimental design, the treatment group consisted of 16 children who participated in the program, while the control group included 53 classmates who did not participate. Results showed that those who participated in the summer library reading program scored higher than the control group only in reading comprehension and not other components of reading, and that high reading frequency over the summer was associated with growth in reading skills. This demonstrates that frequent summer reading, and potentially participating in summer library reading programs may be associated with improvements in children’s reading performance, suggesting that further implementation of and resources for these programs could be beneficial.

Convocation Year

2011

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