Summer Reading

The problem of summer slide—young readers losing reading ability over summer break—is not a new one, but often goes unaddressed. Without the structure of school, good readers can flatline and struggling readers can fall off the chart. Although many schools and libraries have summer reading programs, they are not particularly effective at mitigating summer slide. By the end of 5th grade, low-income children are approximately 2.5 years behind their more affluent peers in reading ability, primarily because of summer learning loss. Read our PDF whitepaper on summer learning loss.

We offer guidance on how to use Lexile measures to develop an effective, research-based, low- or no-cost program that helps young people grow as readers over the summer. Learn how to:

The big reason children don't read enough over the summer is the difficulty of finding books at their reading level that really interest them. Young people have to want to read a book and they have to be able to read it. Through over a decade of studies, Harvard University's Dr. James Kim found that student reading abilities stay the same or grow over the summer when students read high-interest books in their Lexile range.

"Find a Book" actualizes Dr. Kim's research in a fun, easy interface that teachers, parents and students can use. You can build effective reading lists for a grade, classroom or individuals, or conduct leveled summer reading bookfairs so students can choose their own books. Young people are most likely to start reading a book if they choose it themselves, and they're more likely to finish the book if it's both interesting and at their reading level.

Learn more about some current Lexile summer reading programs around the country.

References

Fairchild, R. McLaughlin, B. & Brady, J. (2006). Making the Most of Summer: A Handbook on Effective Summer Programming and Thematic Learning. Baltimore, MD: Center for Summer Learning.

Cooper, H., Nye, B., Charlton, K., Lindsay, J., & Greathouse, S. (1996). The effects of summer vacation on achievement test scores: A narrative and meta-analytic review. REVIEW OF EDUCATIONAL RESEARCH, 66(3), 227-268. EJ 596 384.

Also see the summer reading program references at AdLit.org.