Grade 1 thematic lessons plus summer wide reading reduced summer losses on domain-general reading relative to control¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? After Grade 1 thematic content literacy lessons and summer reading support, treatment students experienced smaller summer losses on a domain-general reading measure than control students. → Kim 2023

Evidence¶

Kim 2023¶

Kim, J. S., Burkhauser, M. A., Relyea, J. E., Gilbert, J. B., Scherer, E., Fitzgerald, J., Mosher, D., & McIntyre, J. (2023). A Longitudinal Randomized Trial of a Sustained Content Literacy Intervention From First to Second Grade: Transfer Effects on Students' Reading Comprehension. Journal of Educational Psychology, 115(1), 73-98. https://doi.org/10.1037/edu0000751

q3 · i? · causal · r?

Cluster randomized trial measuring growth on the MAP reading assessment across three occasions from winter Grade 1 to fall Grade 2, with 2,275 students in the first-follow-up growth models. The article reports "smaller summer losses on a domain-general measure of reading than control group students"; no effect size is printed for this finding.

"After implementation of Grade 1 thematic content literacy lessons and summer support for reading, treatment group students experienced smaller summer losses on a domain-general measure of reading than control group students."

Discussion¶

Related Claims¶

• A sustained Grade 1-to-2 content literacy intervention improved science content reading comprehension (ES = .18) relative to control — related
• Low-income children's test scores drop relative to higher-income peers during the summer months — a broader claim this one bears on