Master's Theses

Department

Advanced Education Programs

Degree Name

Education Specialist (Ed.S)

Abstract

This study examined whether students retain or regress in basic early literacy skills over the summer months, as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Archival data was obtained for 62 students who attended kindergarten in the spring and returned to first grade in the fall and for 48 students who attended first grade in the spring and returned to second grade in the fall. Each student was given DIBELS during the spring and again during the fall. Information was gathered on each student regarding whether the student attended summer school and whether the student was eligible for the free and reduced lunch program. Results indicated students who attended kindergarten in the spring, and returned to first grade in the fall, regressed on the measure Phoneme Segmentation Fluency and Letter Naming Fluency. Due to small sample size, statistical tests could not be run to determine if summer school hand an effect on retention of information. However, when comparing means, students who attended summer school showed improvement on all DIBELS measures upon return from summer break. A student's socioeconomic status did not have any effect on whether students retained or lost skills in the summer.

Keywords

School Psychology

Advisor

Heath Marrs

Date of Award

Spring 2009

Document Type

Thesis - campus only access

Rights

© The Author(s)

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