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dc.contributor.authorGrice, Melanie
dc.date.accessioned2017-08-28T19:25:34Z
dc.date.available2017-08-28T19:25:34Z
dc.identifier.urihttp://hdl.handle.net/10464/12947
dc.description.abstractThis study explored literacy change and development in children with reading difficulties over the summer months. More specifically, a summer literacy program called S.L.A.M., offered by the Learning Disabilities Association of the Niagara Region, was examined. A multi-lens approach was used to examine the efficacy of the summer literacy program, and the contextual factors associated with its success and the children’s overall success in the program. Fifteen children, ages 6-10, were administered a series of reading-based measures, while facilitators involved with the program’s implementation were interviewed in focus groups, and a daily field journal was maintained by the program Head Facilitator. Results of the study indicated that literacy intervention during the summer months can help to alleviate the summer learning loss and support further literacy development in vulnerable readers. Such findings hold important implications for policy and practice surrounding models of schooling and programming that support children’s learning yearlong.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectliteracyen_US
dc.subjectlearning disabilitiesen_US
dc.subjectsummer learning gapen_US
dc.subjectinterventionen_US
dc.subjectreadingen_US
dc.titleAddressing the Summer Learning Gap Among Children with Reading Difficultiesen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameM.A. Child and Youth Studiesen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Child and Youth Studiesen_US
dc.degree.disciplineFaculty of Social Sciencesen_US
refterms.dateFOA2021-08-06T01:30:34Z


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