Date of Award


Degree Name

School Psychology


Graduate School of Education and Professional Development

Type of Degree


Document Type


First Advisor

Sandra Stroebel

Second Advisor

Fred Jay Krieg

Third Advisor

Edna Meisel


The purpose of this study was to determine the effectiveness of the Marshall University Summer Enrichment Program on students’ reading success in grades Kindergarten through eighth. From June 26, 2006 through July 27, 2006, a 5 week chronological period, 105 students attended the summer program and were evaluated for reading achievement. The study measured students' reading performance during the 5 consecutive weeks. Students were divided into three groups, primary, intermediate and middle school to evaluate the different age groups for changes in reading ability. This study compared student's pre and post running records to determine any gains in reading skills. The data was analyzed using a 2 tailed-paired t-test to determine the significance of the initial and final reading record probes’ means. There was a significant gain in reading skills for the primary and intermediate students. While the middle school students made gains, the improvement was not significant. The data is consistent with the Cottle-Willard study completed in 2005. The subjects enrolled in the Marshall University’s Summer Enrichment Program made gains in reading as measured by the running records.


Reading (Primary)

Reading (Middle school)

Reading (Elementary)