At Emily's suggestion we gave a pre-test and post-test to the students who came to summer school. I have analyzed the scores of the older group's tests and found encouraging results. Of the students who took both the pre- and post-tests, 66% improved a half year in reading comprehension; 27% improved one year or more in reading comprehension. 27% had no change and 6% regressed a half year. The students had completed grades 2-5 and attended 16 or more days of summer school. The method used to improve reading comprehension was sustained silent reading of 30 minutes per day and shared read aloud of 60+ minutes per day. One group also wrote about what they had read each day in their journals and had informal discussions as books were being read aloud. Students were encouraged to follow along silently with the recording of the book. Grades 3-5 completed at least 3 shared chapter books in the four week summer session. They also read 5 more books independently.
One thing I will change next year is how the first and low second graders are tested. The reading comprehension test was too difficult for them and did not accurately show what they learned in summer school. It may be better to take a running record or administer the SORT for this group.
I have not figured out how to analyze the kindergarten group's pre- and post-tests. My first impression is that they improved in alphabet knowledge and number sense. I hope after six weeks at home they will remember what they learned. I observed improved language usage and improved behavior with the kindergarten group.
We will definitely have to share what we did in summer school. Now I feel more confident that silent reading and read aloud do make a difference in reading comprehension.
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