Is "Summer" Reading Loss Universal? Using Ongoing Literacy Assessment in Malawi to Estimate the Loss from Grade-Transition Breaks

Autor/inn/en	Slade, Timothy S.; Piper, Benjamin; Kaunda, Zikani; King, Simon; Ibrahim, Hibatalla
Titel	Is "Summer" Reading Loss Universal? Using Ongoing Literacy Assessment in Malawi to Estimate the Loss from Grade-Transition Breaks
Quelle	In: Research in Comparative and International Education, 12 (2017) 4, S.461-485 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499917740657
Schlagwörter	Summer Programs; Reading Programs; Literacy; Foreign Countries; Transitional Programs; Reading Difficulties; Reading Skills; Reading Tests; Grade 1; Grade 2; Grade 3; Intervention; Reading Instruction; Outcomes of Education; Reading Fluency; Comparative Analysis; Program Implementation; Malawi + Suchen Sie Ihr Suchwort? Sommerkurs; Alphabetisierung; Schreib- und Lesefähigkeit; Ausland; Reading difficulty; Leseschwierigkeit; Reading skill; Lesefertigkeit; Lesetest; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Leseunterricht; Lernleistung; Schulerfolg
Abstract	Summer learning loss--decreased academic performance following an extended school break, typically during the period after one grade ends and before another grade starts--is a well-documented phenomenon in North America, but poorly described in sub-Saharan African contexts. In this article, we use the term "grade-transition break" loss in lieu of "summer" loss to refer to the period after one grade ends and before another grade starts. This study analyses data from early grade reading assessments in Malawi, estimating statistically significant average reductions of 0.38 standard deviations (SD) across several measures of reading and pre-reading skills during two grade-transition breaks. The data show the loss in reading skills during the extended breaks between grades 1 and 2 and between grades 2 and 3 in two consecutive years. The study found no gender-based differences in loss. The findings suggest a need for early grade reading interventions to develop and evaluate mitigation strategies lest significant proportions of within-year performance gains be lost over the break between academic years. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01