Build a Lexile summer reading program

In independent studies by Harvard University's Dr. James Kim, rising fifth graders received eight books over the summer that were both about subjects they said were personally interesting and in their individual Lexile ranges. Student abilities either held steady or grew as much as if students had been in summer school (see reference below).

We have replicated this program in our own backyard with upper elementary school students. In 2008, we formed a community summer reading partnership with a local school district, the public library and a local chapter of the national educational nonprofit Communities in Schools.

Our Durham READS program goes like this:

  • February: coordinate and plan with principals, educators and librarians
  • March: secure research permission and corporate funding
  • May: end-of-grade reading tests administered
  • June: conduct book fairs for students to choose their own leveled books, and send program information home to parents
  • July/August: purchase and mail books and response postcards to students
  • September: administer post-tests, and have celebration events
  • October: analyze data and draw conclusions

On average, the more targeted, high-interest books students read, the more they improved their reading ability. Durham READS had a dramatically positive impact on the young people who reported that they actually read the books they received. Struggling, low-income 3rd and 4th graders typically lose between 100L and 150L over the summer. No participant reporting that they read at least one book showed such a free fall. And the program now has become a standard for our local school system.

Local branches of corporations underwrite book purchases so students get to keep the books they choose. But you can implement this program at little or no cost by partnering with the public libraries or allowing students to keep school library books over the summer. Contact us to find out more about Lexile summer reading program ideas and send-home information that you can use.

Reference

Kim, J. S. (2007). The effects of a voluntary summer reading intervention on reading activities and reading achievement. Journal of Educational Psychology, 99 (3), 505-515.