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Abstract

Summer literacy interventions offer a solution to the devastating impacts that summer literacy loss can have on struggling readers and writers. However, these interventions should consider the impact of student attitudes towards literacy on their learning and strive to develop positive associations between literacy and enjoyment. Camp Curious, a summer literacy intervention developed as a collaboration between the Virginia Association of Teachers of English and Shrine Mont, a retreat and conference center, embodies this idea. The intervention, in the form of a week-long camp experience, strives to provide third through sixth graders with positive and varied experiences related to literacy. Along with its benefits for struggling readers, Camp Curious also serves as an opportunity for teacher candidates to gain experience in teaching roles, understanding the planning, implementation, and reflection necessary for all lessons. Further, this experience emphasizes the power of relationship building in supporting student learning and the importance of developing fun and interactive lessons that support student attitudes toward reading and writing.

Author Biography

Rory K. Cantwell is an incoming Ph.D. student at Virginia Commonwealth University. Cantwell earned her B.A. in elementary education from Bridgewater College. Her research interests focus on social belonging, student motivation, and literacy education.

Dr. Jenny Martin is licensed in English, Grades 9-12, and is an associate professor of education and the secondary education coordinator at Bridgewater College. Martin earned a B.S. from Radford University, an M.A. in education from Eastern Mennonite University, and her Ph.D. from Virginia Tech. Her research interests focus on new literacies, voice in writing, and motivation and teaching.

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