 The potential for multi-site literacy interventions to reduce summer slide among low-performing studentsSarah Winchell Lenhoff, Cheryl Somers, Brittney Tenelshof and Trisha Bender Children and Youth Services Review, 2020, vol. 110, issue C Abstract: Despite the evidence that summer learning loss or “slide” can have devastating cumulative effects on student performance in school, there are few examples of system-wide interventions that can prevent summer learning loss at scale in urban contexts with high rates of low-performing students. This study reports on the first year of a city-wide effort to reduce summer literacy loss in Detroit, Michigan, through a multi-site collaboration between the city Parks and Recreation Department, the local public school district, and several unique program providers. Results from this pilot study suggest that short-duration, high-intensity tutoring may help to prevent learning loss in literacy among a population with high rates of socio-economic disadvantage and low initial performance, regardless of specific program methodologies. This study has implications for other large cities seeking to prevent summer slide by building on existing municipal and district infrastructure. Keywords: Summer learning loss; Early childhood; Literacy; Child services (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:110:y:2020:i:c:s019074091931309x DOI: 10.1016/j.childyouth.2020.104806 Access Statistics for this article Children and Youth Services Review is currently edited by Duncan Lindsey More articles in Children and Youth Services Review from Elsevier |
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