Summer reading programs should provide books matched to students' reading levels, encourage oral reading practice, and include scaffolding¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Based on its review of experimentally evaluated voluntary summer reading programs (e.g., Kim, 2006; Kim & White, 2008), the article identifies the program features found effective: "programs that provide books matched to students’ reading levels, encourage children to practice reading orally, and are scaffolded". Parent scaffolding means adults assist beginning readers only when necessary, providing "just enough" help. The article contrasts these with programs that merely hand out books.

Design Implications¶

Context¶

Requirements¶

• Books must be matched to students' reading levels
• Parental or teacher support (scaffolding) must accompany book provision

Constraints¶

• Programs that provide books but no parental or teacher support are generally found to be ineffective

Target Learners¶

• Elementary school-aged children, particularly low-SES and low-performing readers

Target Learning Goals¶

• Reading and literacy skills maintained or gained over summer vacation

Claims¶

• The BELL summer program increases the extent to which parents encourage their children to read during the subsequent school year [+W]

Related Strategies¶

• Prefer subsidizing targeted summer programs or low-income families' program tuition over modified year-round school calendars
• Home Reading Programs
• Home-Based Literacy Support
• Family Literacy Engagement

Examples¶

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Key Sources¶

• Gershenson, S. (2013). Do summer time-use gaps vary by socioeconomic status? American University. http://www.bls.gov/tus/