Summer Reading Resources

Summer reading is vitally important. It is proven through years of international study that children who do not read over the summer experience a “slide” and lose some of the hard gained knowledge that they have acquired.  Reading just a few books over the summer helps children retain prior knowledge, increase speed and fluency, and improve comprehension. Reading over the summer also helps during the coming school year.  Parental involvement is crucial.  Not only does this make reading more enjoyable, it makes the reading experience more valuable. 

Click here for Bookman's Read 10 Get 1 Free Reading Program.
Click here for Barnes & Noble Summer Reading Program.
Click here for Maricopa County Libraries Summer Reading.
Click here for Scholastic Summer Reading.

Click  here for information from Reading Rockets on the importance of summer reading.

Below, courtesy of Scholastic, is more on summer reading -

  

Summer Reading Fast Facts 

Reading over the summer really does make a difference!

For decades, school districts have tried different methods to combat the dreaded “summer reading slide” with its negative impact on the reading achievement gap. Many students and families regard the summer break as just that – a break from school and other “requirements.”

However, research shows that kids who never crack a book during their summer break fall behind in reading while kids who do, maintain their reading skills and even excel. 

What do researchers have to say about the importance of summer reading? 

“… the best predictor of summer loss or summer gain is whether or not a child reads during the summer. And the best predictor of whether a child reads is whether or not he or she has access to books.”

- Allington, Richard L. and McGill-Franzen, Anne. “Bridging the Summer Reading Gap,” Scholastic Instructor (2003, May/June). 

“Regardless of ethnicity, socioeconomic level, or previous achievement, children who read four or more books over the summer fare better on reading-comprehension tests in the fall than their peers who read one or no books over the summer.”

- Kim, Jimmy. “Summer Reading and the Ethnic Achievement Gap,” The Journal of Education for Students Placed at Risk (2004). 

“In a three-year study, researchers at the University of Tennessee, Knoxville, found that simply giving low-income children access to books at spring Fairs – and allowing them to choose books that most interested them – had a significant effect, equivalent to three years of summer school, on the summer reading gap.”

- Allington, Richard L. and McGill-Franzen, Anne. (2003). Addressing summer reading setback among economically disadvantaged elementary students. Reading Psychology, 31(5), 411-427 as cited by Parker-Pope, Tara. (2010, August 2). “Summer Must-Read for Kids? Any book.” The New York Times. 

“Although low-income children actually out-learn high-income children during the school year, they fall further behind during the summer. When it comes to reading skills, low-income children ‘learn nothing’ when school is not in session, while high-income children gain in reading skills during the summer.”

- Gladwell, Malcolm. Outliers, The Story of Success (2008). 



Comments