Summer regression – The impact of summer on English Learners’ reading development

Research output: Contribution to journalJournal articleResearchpeer-review

Standard

Summer regression – The impact of summer on English Learners’ reading development. / Jaekel, Nils ; Jaekel, Julia; Fincher, Elizabeth; Lee Brown, Clara.

In: Frontiers in Education, Vol. 7, 2022.

Research output: Contribution to journalJournal articleResearchpeer-review

Harvard

Jaekel, N, Jaekel, J, Fincher, E & Lee Brown, C 2022, 'Summer regression – The impact of summer on English Learners’ reading development', Frontiers in Education, vol. 7. https://doi.org/10.3389/feduc.2022.817284

APA

Jaekel, N., Jaekel, J., Fincher, E., & Lee Brown, C. (2022). Summer regression – The impact of summer on English Learners’ reading development. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.817284

Vancouver

Jaekel N, Jaekel J, Fincher E, Lee Brown C. Summer regression – The impact of summer on English Learners’ reading development. Frontiers in Education. 2022;7. https://doi.org/10.3389/feduc.2022.817284

Author

Jaekel, Nils ; Jaekel, Julia ; Fincher, Elizabeth ; Lee Brown, Clara. / Summer regression – The impact of summer on English Learners’ reading development. In: Frontiers in Education. 2022 ; Vol. 7.

Bibtex

@article{efd35f837fd14dc29ff79451e92378e7,
title = "Summer regression – The impact of summer on English Learners{\textquoteright} reading development",
abstract = "Each summer, students may lose some of the academic abilities they gained over the previous school year. English learners (ELs) may be at particular risk of losing English skills over the summer, but they have been neglected in previous research. This study investigates the development of oral reading fluency (ORF) of ELs compared with native English speakers. Using the AIMSweb Reading Curriculum-Based Measurement (R-CBM) in a pre-post design, reading fluency of N = 3,280 students] n = 363/11.1% ELs vs. n = 2,917/88.9% native speakers (NS)] was assessed in a school district in the Southeastern U.S. in May (4th grade) before and September (5th grade) after the summer break. Results showed that, on average, ELs performed 23.36 points below NS after the summer break. However, native English speakers and ELs lost ORF at similar rates over the summer (β = –0.02, p = 0.281). Contradictory to our hypothesis, students who had been higher performing in the spring had more reading performance losses over the summer (β = –0.45, p < 0.001). Future studies should assess the underlying individual student characteristics and learning mechanisms in more detail in order to develop evidence-based recommendations for tailored programs that can close the achievement gap between ELs and native English speakers.",
author = "Nils Jaekel and Julia Jaekel and Elizabeth Fincher and {Lee Brown}, Clara",
year = "2022",
doi = "10.3389/feduc.2022.817284",
language = "English",
volume = "7",
journal = "Frontiers in Education",
issn = "2504-284X",
publisher = "Frontiers Media S.A.",

}

RIS

TY - JOUR

T1 - Summer regression – The impact of summer on English Learners’ reading development

AU - Jaekel, Nils

AU - Jaekel, Julia

AU - Fincher, Elizabeth

AU - Lee Brown, Clara

PY - 2022

Y1 - 2022

N2 - Each summer, students may lose some of the academic abilities they gained over the previous school year. English learners (ELs) may be at particular risk of losing English skills over the summer, but they have been neglected in previous research. This study investigates the development of oral reading fluency (ORF) of ELs compared with native English speakers. Using the AIMSweb Reading Curriculum-Based Measurement (R-CBM) in a pre-post design, reading fluency of N = 3,280 students] n = 363/11.1% ELs vs. n = 2,917/88.9% native speakers (NS)] was assessed in a school district in the Southeastern U.S. in May (4th grade) before and September (5th grade) after the summer break. Results showed that, on average, ELs performed 23.36 points below NS after the summer break. However, native English speakers and ELs lost ORF at similar rates over the summer (β = –0.02, p = 0.281). Contradictory to our hypothesis, students who had been higher performing in the spring had more reading performance losses over the summer (β = –0.45, p < 0.001). Future studies should assess the underlying individual student characteristics and learning mechanisms in more detail in order to develop evidence-based recommendations for tailored programs that can close the achievement gap between ELs and native English speakers.

AB - Each summer, students may lose some of the academic abilities they gained over the previous school year. English learners (ELs) may be at particular risk of losing English skills over the summer, but they have been neglected in previous research. This study investigates the development of oral reading fluency (ORF) of ELs compared with native English speakers. Using the AIMSweb Reading Curriculum-Based Measurement (R-CBM) in a pre-post design, reading fluency of N = 3,280 students] n = 363/11.1% ELs vs. n = 2,917/88.9% native speakers (NS)] was assessed in a school district in the Southeastern U.S. in May (4th grade) before and September (5th grade) after the summer break. Results showed that, on average, ELs performed 23.36 points below NS after the summer break. However, native English speakers and ELs lost ORF at similar rates over the summer (β = –0.02, p = 0.281). Contradictory to our hypothesis, students who had been higher performing in the spring had more reading performance losses over the summer (β = –0.45, p < 0.001). Future studies should assess the underlying individual student characteristics and learning mechanisms in more detail in order to develop evidence-based recommendations for tailored programs that can close the achievement gap between ELs and native English speakers.

U2 - 10.3389/feduc.2022.817284

DO - 10.3389/feduc.2022.817284

M3 - Journal article

VL - 7

JO - Frontiers in Education

JF - Frontiers in Education

SN - 2504-284X

ER -

ID: 362227933