Journal of Education, Society and Behavioural Science

Aims: This study describes the components, and tests the efficacy of a full-day summer learning program offered by the Learning Disabilities Association of Niagara Region. The program is aimed to support children with reading difficulties who are particularly susceptible to the summer learning gap.
Study Design: The summer program described in this study was designed to support children with reading difficulties in their development of foundational literacy skills including sight word efficiency, phonemic decoding, letter-sound understanding, and reading fluency. To assess the efficacy of the program, participating children were assessed on the first and last day of the week-long intensive intervention program.
Methodology: A total of 31 children participated in the full-day summer learning program, Sunshine Learning Achievement and More (S.L.A.M.) program and were assessed using a pre - post-test design utilizing five measures of literacy achievement corresponding to the literacy skills taught within the program.
Results: Statistically significant results emerged for all measures including sight word efficiency [t (28) = -6.30, p < .001, d = -.03], phonemic decoding efficiency [t (26) = -6.64, p < .001, d = -0.36], letter names [t (30) = -3.70, p < .005, d = -0.21], letter sounds [t (28) = -4.72, p < .001, d = -0.65], and reading fluency [t (28) = -8.40, p < .001, d = -1.46].
Conclusion: The findings of the study show the importance providing ongoing support to vulnerable readers or children with reading difficulties throughout the weeks of summer where significant learning loss is particularly evident. The study holds implications for all stakeholders concerned about supporting children with reading difficulties.