Author

Amy D. Huskin

Date of Award

2014

Document Type

Dissertation

Degree Name

Doctor of Education in Leadership Studies

Department

Leadership Studies

Committee Chair

Brown, Gail F.

Committee Member

Watts, Jeri H.

Committee Member

Jones, Roger E.

Abstract

This study was designed to determine if twenty days of reading intervention would have an impact on preventing summer learning loss for students entering first grade. Research indicates that while all students show some losses each summer, students with limited resources, commonly referred to as economically disadvantaged, suffer greater losses. This study showed evidence of reducing summer learning loss for students in the participant group at an urban school district in central Virginia. The data in this study supports the body of literature that indicates that summer quality programming is important and can have an impact on reducing summer learning loss for students, especially students in poverty.