• Attitudes toward reading. 48% of Grade 5 students reported liking or loving to “read during summer vacation” after participating in LitCamp (compared to 31% at the beginning of LitCamp). • Social-emotional learning. 86% of Grade 3 students had the courage “[to read] books that might be hard to read” after participating in LitCamp (compared to 67% at the beginning of LitCamp). Teacher surveys, focus groups, and classroom observations offered more nuanced information on the positive impact LitCamp had on students’ reading behaviors, attitudes toward reading, and social-emotional learning. • Reading behaviors. More than three quarters of teacher survey respondents rated LitCamp as effective at cultivating students’ abilities to read independently (84%), choose books (82%), read different kinds of books (82%), and read aloud (80%). These quantitative data were corroborated by teacher focus group participants who reported that students were reading for longer periods of time and choosing more challenging books after participating in LitCamp. • Attitudes toward reading. During focus groups, teachers discussed shifts in students’ attitudes that they attributed to LitCamp, such as students seeming more excited about reading, students being more willing to read, and some students feeling more comfortable reading aloud. • Social-emotional learning. Approximately three quarters of the teacher survey respondents rated LitCamp as effective at developing students’ curiosity (86%), friendship skills (82%), belonging (80%), kindness (80%), confidence (78%), courage (74%), and hope (74%). Teachers also appreciated the social-emotional aspects of LitCamp and the incorporation of the 7 strengths into the book selections. Some teachers mentioned observing a greater sense of community among students, as demonstrated by displays of kindness and empathy. Family interviews provided additional information on the influences of LitCamp, including learning new vocabulary, reading different kinds of books, being more interested in reading, having more patience, and acting more politely.
Implementation Findings
Teacher Perception of LitCamp and Classroom Observations Teacher surveys offered information about teachers’ perception of LitCamp. Information gathered during teacher focus groups and classroom observations provided further context for the teacher survey findings and highlighted teachers' and students' positive experiences with LitCamp.
LITCAMP EVALUATION IN SCHENECTADY CITY SCHOOL DISTRICT 3
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