Scaffolding voluntary summer reading for children in grades 3 to 5: An experimental study

Citation:

Kim JS, White TG. Scaffolding voluntary summer reading for children in grades 3 to 5: An experimental study. Scientific Studies of Reading [Internet]. 2008;12 (1) :1-23.

Abstract:

The effects of a voluntary summer reading intervention with teacher and parent scaffolding were investigated in an experimental study. A total of 24 teachers and 400 children in Grades 3, 4, and 5 were randomly assigned to one of four experimental conditions: control, books only, books with oral reading scaffolding, and books with oral reading and comprehension scaffolding. Books were matched to children's reading levels and interests. Children were pre- and posttested on measures of oral reading fluency (DIBELS) and silent reading ability (Iowa Test of Basic Skills [ITBS]). Results showed that children in the books with oral reading and comprehension scaffolding condition scored significantly higher on the ITBS posttest than children in the control condition. In addition, children in the two scaffolding conditions combined scored higher on the ITBS posttest than children in the control and books only conditions combined. Practical implications for summer voluntary reading interventions are discussed.

Publisher's Version

Full Text

The effects of a voluntary summer reading intervention with teacher and parent scaffolding were investigated in an experimental study. A total of 24 teachers and 400 children in Grades 3, 4, and 5 were randomly assigned to one of four experimental conditions: (1) Control, (2) Books Only, (3) Books with Oral Reading Scaffolding, and (4) Books with Oral Reading and Comprehension Scaffolding. Books were matched to children’s reading levels and interests. Children were pre- and post-tested on measures of oral reading fluency (DIBELS) and silent reading ability (ITBS). Results showed that children in the Books with Oral Reading and Comprehension Scaffolding condition scored significantly higher on the ITBS posttest than children in the Control condition. In addition, children in the two scaffolding conditions combined scored higher on the ITBS posttest than children in both the Control and Books Only conditions. Practical implications for summer voluntary reading interventions are discussed.

Last updated on 08/22/2016