Extended Learning Time: A Causal-Comparative Action Research Reading Achievement Study of Economically Disadvantaged First Grade Students

The present study examined differences in socioeconomic status and first grade summer reading regression. A causal-comparative action research study approach was used that included an analysis of Northwest Evaluation Association reading achievement scores of low-socioeconomic status (SES) first grade students before and after summer vacation and determined if there was any impact on the scores by participation in a summer reading intervention program. 58 first grade students from two western Pennsylvania school districts identified as Title 1 schools and with students qualifying for free/reduced lunch participated. Multiple data analysis were performed to evaluate if achievement scores were different within SES between schools and between low-SES and high-SES students on each of the achievement measures. Predictably, higher-SES students performed better on both achievement tests. Interestingly, though high-SES students performed better on a given test than do students of lower SES, both groups regressed approximately at the same rate over the summer months. Analysis provided information that participation in the summer reading program positively affected the achievement scores of low-SES students, but had little and sometimes negative effect on their more affluent peers. This study serves as a contribution to educational research supporting the importance of providing access to extended learning opportunities embedded with comprehensive reading resources for children in the continued effort to close the socioeconomic achievement gap. In addition, the results indicate that further research is needed to investigate all possible effects of extended learning time.