Reading Takes You Places: A Study of a Web-based Summer Reading Program

    
Table 1: Results of Reading Comprehension Tests: In-School Free Reading Compared to Traditional Approaches

Duration

Positive

No Difference

Negative

Less than 7 months

8

14

3

7 months-1 year

9

10

0

More than 1 year

8

2

0

Reprinted from The Power of Reading Insights from the Research, 2nd ed., p. 2, with permission from Stephen Krashen.

 

 

Repurposed Content utilizing a traditional media design or model.

Original Content based on a traditional media design or model.

Traditional Media Design

Type I: The least expensive and risky. Content previously developed, tested and proven to have an audience and formatted for the web

  • Summer reading introduction, requirements
  • Reading lists, annotations

Type III: Creation, distribution or protection of original content, whether text or multimedia, but adhering to a traditional media design

  • Reading Responses: 40 Novel Ideas; How to Judge a Book by its Cover

Designed for New Media

Type II: Content repurposed adapted to features unique to online or digital media environment.

  • Links to school library catalog
  • Link to online regional public library catalog
  • Reading Responses: 40 Novel Ideas; How to Judge a Book by its Cover
  • Featured title
  • NoveList

Type IV: Original content features designs and capabilities unique to a digital, interactive media system

  • Reading responses: Blogs; university summer reading programs
  • Amazon.com, Barnes & Noble, Borders
  • Ask-a-librarian email

 

Figure 1: Typology of Traditional and New Media Design    

figure 2

Figure 2: Participants and Non-Participants    

 

figure 3  

Figure 3: Profile of Non-Participants by Ability Level    

 

figure 4

Figure 4: Profile of Non-Participants by Grade Level    

 

figure 5

Figure 5: Books Read per Student by Grade and Gender    

 

figure 6

Figure 6: Student Satisfaction with Book Lists