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dc.contributor.authorHagen, Jennifer
dc.date.accessioned2021-09-07T22:05:17Z
dc.date.available2021-09-07T22:05:17Z
dc.date.issued5/1/2002
dc.identifier.urihttp://hdl.handle.net/20.500.12648/6054
dc.description.abstractThe purpose of this study was to examine the effects of interrupted instruction, in the form of summer vacation, on reading achievement of high, middle, and low achieving students. The researcher determined the loss or gain by using Running Reading Records (RRR) from the ending of first grade moving to the beginning of second grade. A discussion of the relevance of year-round education (YRE) is included as well. This study revealed that 15 of the 62 students lost according to RRR levels while 47 of the 62 either maintained or gained levels. It was determined that interrupted instruction did not necessarily impede student performance in reading. Research on the topic of YRE shows very slight loss or gain in academic performance over time.
dc.subjectInterrupted Instruction
dc.subjectSummer Vacation
dc.subjectReading Achievement In Students
dc.subjectYear-Round Education
dc.subjectYRE
dc.subjectRunning Reading Records
dc.subjectRRR
dc.titleThe Effects of Summer Vacation on Learning: A Look at Interrupted Instruction
dc.typethesis
refterms.dateFOA2021-09-07T22:05:17Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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