Enhancing Youth Outcomes and Organizational Practices Through a Camp-Based Reading Program

Abstract

Many children experience summer learning loss during the summer as measured by grade-level equivalents on standardized tests. Camp-based reading programs are a promising strategy to reduce summer learning loss. Situated within a positive youth development (PYD) theoretical approach, this study explored the efficacy of a U.S. camp-based reading program called Explore 30 and examined promising practices for reading interventions in camps as a mechanism for enhancing youth reading outcomes. Youth and director surveys were used to collect quantitative and qualitative data about program impacts. Approximately 70% of participants read for at least 30 min each day. A paired-samples t test found a significant difference (in the positive direction) in feelings about reading from pretest ( M = 2.09, SD = 1.20) to posttest ( M = 1.89, SD = 1.08), t(590) = 5.96, p < .001. Findings suggest that the program was an appropriate model for enhancing camp organizational capacity for summer reading. Implications for practice and recommendations for research are addressed.