Summer Reading Loss

2007 ◽  
Vol 60 (8) ◽  
pp. 784-789 ◽  
Author(s):  
Maryann Mraz ◽  
Timothy V. Rasinski
Keyword(s):  
Summer Reading ◽  
Summer Reading Loss ◽  
Reading Loss

Solving the Problem of Summer Reading Loss

2011 ◽  
Vol 92 (7) ◽  
pp. 64-67 ◽  
Author(s):  
James S. Kim ◽  
Thomas G. White
Keyword(s):  
Summer Reading ◽  
Summer Reading Loss ◽  
Reading Loss

Preventing summer reading loss for students in poverty: a comparison of tutoring and access to books

2019 ◽  
Vol 46 (4) ◽  
pp. 440-457 ◽  
Author(s):  
Sherry Mee Bell ◽  
Yujeong Park ◽  
Melissa Martin ◽  
Jamie Smith ◽  
R. Steve McCallum ◽  
...  
Keyword(s):  
Summer Reading ◽  
Students In Poverty ◽  
Summer Reading Loss ◽  
Reading Loss ◽  
Access To Books

Supplemental Summer Literacy Instruction: Implications for Preventing Summer Reading Loss

2017 ◽  
Vol 38 (7) ◽  
pp. 673-686 ◽  
Author(s):  
Sara C. McDaniel ◽  
Ragan McLeod ◽  
Coddy L. Carter ◽  
Cecil Robinson
Keyword(s):  
Literacy Instruction ◽  
Summer Reading ◽  
Summer Reading Loss ◽  
Reading Loss

A Furry Partnership

2013 ◽  
pp. 823-839
Author(s):  
Mary L. Hall
Keyword(s):  
Public Library ◽  
Literacy Skills ◽  
Read Aloud ◽  
School Staff ◽  
Therapy Dog ◽  
The Public ◽  
Summer Reading ◽  
Third Grade Students ◽  
Reading Loss

This case study describes the partnership between the Bedford Public Library and an elementary school. This partnership consists of a program designed to assist grade school children with literacy skills. Third grade students read aloud to a Pet Partners team made up of a therapy dog and a handler who is a professional public librarian. The team visits the school weekly with books selected from the public library’s collection to provide animal assisted therapy. School staff and teachers collect and provide assessment data on students to create goals and track progress for the students. The librarian, teachers, and school staff work together to create new methods of assessing progress attributed to reading to the dog. During the summer months, the Pet Partners team visits a local Summer Meals site to help address the problem of summer reading loss. Children of all ages are invited to read aloud to the team to participate in animal assisted activities.

A Furry Partnership

2012 ◽  
pp. 163-179
Author(s):  
Mary L. Hall
Keyword(s):  
Public Library ◽  
Literacy Skills ◽  
Read Aloud ◽  
School Staff ◽  
Therapy Dog ◽  
The Public ◽  
Summer Reading ◽  
Third Grade Students ◽  
Reading Loss

This case study describes the partnership between the Bedford Public Library and an elementary school. This partnership consists of a program designed to assist grade school children with literacy skills. Third grade students read aloud to a Pet Partners team made up of a therapy dog and a handler who is a professional public librarian. The team visits the school weekly with books selected from the public library’s collection to provide animal assisted therapy. School staff and teachers collect and provide assessment data on students to create goals and track progress for the students. The librarian, teachers, and school staff work together to create new methods of assessing progress attributed to reading to the dog. During the summer months, the Pet Partners team visits a local Summer Meals site to help address the problem of summer reading loss. Children of all ages are invited to read aloud to the team to participate in animal assisted activities.

Is ‘summer’ reading loss universal? Using ongoing literacy assessment in Malawi to estimate the loss from grade-transition breaks

2017 ◽  
Vol 12 (4) ◽  
pp. 461-485 ◽  
Author(s):  
Timothy S Slade ◽  
Benjamin Piper ◽  
Zikani Kaunda ◽  
Simon King ◽  
Hibatalla Ibrahim
Keyword(s):  
Reading Skills ◽  
Mitigation Strategies ◽  
Literacy Assessment ◽  
Summer Learning ◽  
Summer Reading ◽  
Grade Transition ◽  
Early Grade ◽  
Sub Saharan ◽  
Reading Loss ◽  
Gender Based

Summer learning loss – decreased academic performance following an extended school break, typically during the period after one grade ends and before another grade starts – is a well-documented phenomenon in North America, but poorly described in sub-Saharan African contexts. In this article, we use the term ‘grade-transition break’ loss in lieu of ‘summer’ loss to refer to the period after one grade ends and before another grade starts. This study analyses data from early grade reading assessments in Malawi, estimating statistically significant average reductions of 0.38 standard deviations (SD) across several measures of reading and pre-reading skills during two grade-transition breaks. The data show the loss in reading skills during the extended breaks between grades 1 and 2 and between grades 2 and 3 in two consecutive years. The study found no gender-based differences in loss. The findings suggest a need for early grade reading interventions to develop and evaluate mitigation strategies lest significant proportions of within-year performance gains be lost over the break between academic years.

scholarly journals The Effect of the COVID-19 Lockdown on Bilingual Singaporean Children’s Leisure Reading

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110338
Author(s):  
Baoqi Sun ◽  
Chin Ee Loh ◽  
Beth Ann O’Brien ◽  
Rita Elaine Silver
Keyword(s):  
Mixed Methods Study ◽  
Bilingual Children ◽  
Learning Gains ◽  
Summer Reading ◽  
Leisure Reading ◽  
Reading Loss ◽  
Digital Formats ◽  
Print Reading ◽  
Gains And Losses

Long-term school absences during pandemic lockdowns may result in learning gains and losses much like the summer reading loss, but little is known about the actual effects of such lockdowns. This mixed-methods study examined changes in reading enjoyment, amount and resources in three groups of bilingual children—English-Chinese, English-Malay, and English-Tamil speaking children—during the COVID-19 lockdown in Singapore. Results reveal a lockdown reading gap between children’s stronger language (English) and weaker language (Chinese/Malay/Tamil). Within each language, results show differential reading gains and losses for children who enjoyed and did not enjoy reading in print and digital formats. Children’s reading enjoyment before the lockdown, changes in reading enjoyment and print reading amount during the lockdown in English and Chinese/Malay were significantly correlated. Children preferred print reading over reading digitally both before and during the lockdown, and devices were underutilized for reading purposes.

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