Summer Reading Loss

Summer reading loss refers to the decline in children’s reading development that can occur during summer vacation times when children are away from the classroom and not participating in formal literacy programs (Allington & McGill-Franzen, 2003). Far from being an intuitive perception in the minds of educators, the reality of summer reading loss is well documented – and it is more persistent among students from lower socioeconomic backgrounds who are already at risk for academic failure. Researchers have uncovered evidence to suggest that the impact of summer reading loss on students in general, and on at-risk students in particular, is significant.

A review of 13 empirical studies representing approximately 40,000 students found that, on average, the reading proficiency levels of students from lower income families declined over the summer months, while the reading proficiency levels of students from middle-income families improved modestly. In a single academic year, this decline resulted in an estimated three-month achievement gap between more advantaged and less advantaged students. Between grades 1 and 6, the potential cumulative impact of this achievement gap could compound to 1.5 years’ worth of reading development lost in the summer months alone (Cooper, Nye, Charlton, Lindsay, & Greathouse, 1996).

In their review of reading achievement gains in Title I reading programs, Borman and D’Agostino (1996) found that achievement gains were significantly higher from fall to spring when students were enrolled in school reading classes, but they were lower from spring to spring, when the summer months, in which students were not participating in school reading programs, were considered.

In other studies, the reading achievement of both high- and low-income students was found to improve during the academic year, yet the overall achievement gap between the two groups remained high. A longitudinal study of high- and low-income students found that, while both groups of students made comparable gains in reading achievement during the academic year, by the end of sixth grade the achievement gap between high- and low-income students had grown to approximately three gradelevel years (Entwisle, Alexander, & Olson, 1997).

After examining 3,000 students over a twoyear period, Heyns (1987) found that the top quartile made rapid gains during the academic year and slower, albeit continued, growth over the summer months. The reading achievement of average students remained steady or fell slightly over the summers. The bottom quartile of students made comparatively slower gains in reading achievement during the academic year and then lost a significant portion of those gains over each summer. Some have suggested that nearly 80% of the achievement difference between high-income and low-income students may be attributable to summer reading loss (Hayes & Grether, 1983).

Our research with 116 first, second, and third graders in a school in a middle class neighborhood found that the decoding skills of nearly 45% of the participants and the fluency skills of 25% declined between May and September. Lower achieving students exhibited a sharper decline than higher achieving students.

While working in a lower socioeconomic-status, urban school whose students were already performing, on average, significantly below expectations, we found declines over summer in word decoding among fourth graders and declines in both word decoding and reading fluency among sixth graders. At a time when the policy climate is intensely focused on raising the achievement levels of all students, summer reading loss seems to have its greatest impact on low-achieving students and at-risk students – those who can least afford to fall further behind.

Access to reading materials has been consistently identified as a vital element in enhancing the reading development of children. Of all the activities in which children engage outside of school, time spent actually reading is the best predictor of reading achievement – the more students read, the better readers they become (Allington, 2006; Anderson, Wilson, & Fielding, 1988). The research indicates also that students, on average, spend pitifully little time reading outside of school – about 10 minutes (Anderson, Wilson, & Fielding).

All too often, however, low-performing readers are offered little or no opportunity beyond the classroom to improve their reading proficiency (Coats & Taylor-Clark, 2001). Children from lowincome households have a limited selection of books to read both within their homes and their communities (McQuillan, 1998). Wealthier communities have been found to have up to three businesses selling children’s books for every one such business that existed in poorer communities (Neuman & Celano, 2001). Other barriers to reading at home include parents’ lack of awareness of the benefits of reading to children and lack of confidence in reading, particularly in the case of adults who are themselves English-language learners or who possess a low literacy level.

In an effort to respond to the lack of access to reading materials and to the need for continued reading instruction, some school districts offer formal summer intervention programs or summer book lists with suggested or required titles. While these initiatives can be effective for some students, for others participation in them is not probable. Even if formal reading instruction cannot be part of all students’ summer schedules, there are recommendations that teachers can make to help families support children’s reading development when school is not in session.

The value placed on literacy in the home, time spent reading with children, and the availability and use of reading materials have been identified as important elements in children’s reading success (Snow, Burns, & Griffin, 1998). Supporting reading development over the summer months can be done in ways that tap into children’s own interests and imaginations. It is not enough, however, to simply tell parents that it is important to read to children. Parents, particularly lower socioeconomic-status parents, need to be offered concrete, specific programs and suggestions on how to participate in family literacy, and they need to be supported in their attempts to do so (Edwards, 2004).

Schools and teachers can do much to set the stage for children’s continued engagement in literacy over the summer. Schools can host workshops for parents in the weeks before the start of summer vacation in which teachers make the case for summer reading and share suggestions for keeping children engaged over the summer months. This would be a wonderful time to coordinate with the local public library on its summer reading program. Perhaps the library could arrange to sign up parents and children for library cards and the summer reading program at one of the school workshops.

A required summer reading list of three to five proven favorites for which children will be accountable when school begins again may be appropriate for some schools. Teachers need to be sure that the books assigned are readily available at the local library. Perhaps the school library could remain open over the summer, on a limited basis, to facilitate student reading and access to materials.

Some schools may want to initiate a variation of the Reading Millionaires program that is most often implemented during the school year (Rasinski & Padak, 2004). In a school of 400 students, if each student read 30 minutes a day over the course of a 75-day summer vacation, the total amount of reading done by the student body would be about a million minutes. The school parent – teacher association could arrange to run the program with students submitting weekly logs of the number of minutes read to the school.

A team of parents would tally the minutes by student, grade level, and whole school. Outside, the school could display the cumulative total of minutes read. Reminders could be sent periodically to children and parents about the program. The school year would then begin with a celebration of achieving the summer reading goal and with recognition given to individual students and grade levels that achieved or exceeded their goals.

At the family level, the International Reading Association (1998) suggested that parents look for reading materials that relate to interests that a child enjoys, such as baseball, swimming, animals, or nature. Families may need to be assured that useful reading materials come in many forms. In addition to books, children’s magazines may link to a child’s interest or hobby.

While reasonable limits should be set for television viewing, television programs and age-appropriate movies that are based on books can serve as a catalyst for reading. Moreover, when watching television, parents should be advised to engage the captioning feature (and reduce the volume) so that students have access to and are encouraged to read the words on the television screen. Every word that is read counts.

Daily routines provide reading opportunities. Cooking, using the phone book, reading the television listing in a local newspaper, looking for information on the World Wide Web, reading directions for using a new gadget, or reading a brochure or article about a place to which the family may travel during the summer can all provide authentic reading experiences.

The value of modeling reading for children needs to be reiterated to families. All too often families unwittingly send the message to children that reading is a chore: something that must be finished before one can proceed to more active and enjoyable pursuits. Instead, it is important to remind families of the need to create a positive climate for reading so that children look forward to reading. Encourage parents or caregivers to show their children how family members use reading to extend their own interests and acquire information. Let children see family members reading and talking together about what they have read.

Books and other reading materials can be made available during transition times. Children can read on the way to a destination, at the park, at the beach, or while waiting for an appointment. A local library can, of course, help to suggest reading materials. Encourage families to make regular visits to the library and allow children to explore different reading materials. Librarians can offer suggestions that might be a good match for a child’s interests and reading level.

Keep in mind that reading books that seem slightly below a child’s reading level or books that have become “old favorites” can help a developing reader to build confidence and fluency. Below you can find additional suggestions that teachers can make to families of early readers and more advanced readers.