Identification of Summer School Effects by Comparing the In- and Out-of-School Growth Rates of Struggling Early Readers

A one-group repeated-treatment design was used to examine the academic year and summer oral reading fluency outcomes for students attending a district-sponsored summer literacy program (N = 250). Piecewise growth models applied to longitudinal data obtained during the first and second grade and over the course of the intervening summer revealed that oral reading fluency increased during each period of schooling, with the most rapid increase...