@article {408051, title = {Delayed effects of a low-cost and large-scale summer reading intervention on elementary school children{\textquoteright}s reading comprehension}, journal = {Journal of Research on Educational Effectiveness}, volume = {9}, number = {sup1}, year = {2016}, pages = {1-22}, publisher = {Taylor \& Francis}, abstract = {To improve the reading comprehension outcomes of children in high-poverty schools, policymakers need to identify reading interventions that show promise of effectiveness at scale. This study evaluated the effectiveness of a low-cost and large-scale summer reading intervention that provided comprehension lessons at the end of the school year and stimulated home-based summer reading routines with narrative and informational books. We conducted a randomized controlled trial involving 59 elementary schools, 463 classrooms, and 6,383 second and third graders and examined outcomes on the North Carolina End-of-Grade (EOG) reading comprehension test administered nine months after the intervention, in the children{\textquoteright}s third- or fourth-grade year. We found that on this delayed outcome, the treatment had a statistically significant impact on children{\textquoteright}s reading comprehension, improving performance by .04\ SD(standard deviation) overall and .05\ SD\ in high-poverty schools. We also found, in estimates from an instrumental variables analysis, that children{\textquoteright}s participation in home-based summer book reading routines improved reading comprehension. The cost-effectiveness ratio for the intervention compared favorably to existing compensatory education programs that target high-poverty schools.}, isbn = {1934-5747}, url = {http://www.tandfonline.com/doi/abs/10.1080/19345747.2016.1164780}, author = {Kim, James S. and Jonathan Guryan and Thomas G. White and Quinn, David M. and Capotosto, Lauren and Kingston, Helen Chen} }