Effects of a Summer Reading Intervention on Reading Skills for Low-Income Black and Hispanic Students in Elementary School

Annotating digital text with phonemic cues to support decoding in struggling readers

“…For many families of struggling readers, access to high quality, evidence-based interventions outside of school are not only limited, but also represent a significant financial burden [7]. Even with a diagnosis, children with reading disabilities struggle to find the support they need in their typical classrooms, necessitating supplemental, after-school programs [8]. For this reason, and with the ever-growing landscape of educational technologies, families are turning to digital alternatives.…”

Intensive Summer Intervention Drives Linear Growth of Reading Skill in Struggling Readers

“…Although the importance of intensive, early intervention is clear (Wanzek and Vaughn, 2007; Lovett et al, 2017), the reality remains that access to effective intervention is both a financial and emotional burden for families of struggling readers, especially during the school year (Delany, 2017). As such, many educators and advocates for struggling readers turn to intensive intervention programs during the summer break in attempt to close the gap between struggling children and their typical reading peers (Kristen et al, 2018). Past research has shown the benefit of summer reading programs that provide books to families and programing for oral reading and comprehension (Kim, 2006); moreover, a recent study shows that a highly intensive, summer intervention can effectively avoid the “summer slump” (Christodoulou et al, 2017).…”

The implementation of a reading intervention during winter break and the role of parent involvement for children receiving special education services

“…Research exploring summer reading loss for children has spanned decades, and numerous studies have identified that reading loss occurs over summer break from school (Alexander et al, 2001;Allington et al, 2010;Cooper, Nye, Charlton, Lindsay, & Greathouse, 1996;Heyns, 1978;Phillips & Chin, 2004). Summer reading loss has been explored for children from low-SES homes (Alexander, Entwisle, & Olson, 2007Allington & McGill-Franzen, 2003;Allington et al, 2010;Burkam, Ready, Lee, & LoGerfo, 2004;Kim & Quinn, 2013;Slates, Alexander, Entwisle, & Olson, 2012;White, Kim, Kingston, & Foster, 2013), children with reading disabilities (Christodoulou et al, 2017;Menard & Wilson, 2014;Reed, Aloe, Reeger, & Folsom, 2019), and children from specific demographic groups (Beach et al, 2018, Kim & Guryan, 2010. Many of these studies did not take a systems view because they only examined reading achievement.…”

“…Children in kindergarten through fourth grade were the target population for studies related to school-based summer reading interventions. These studies focused on children with reading disabilities (Christodoulou et al, 2017;Reed et al, 2019), and Black and Latinx children from low-SES households (Beach et al, 2018). and WonderWorks curriculum (small group instruction) from McGraw-Hill Education, were delivered over 28 days during the summer.…”

“…A study by Beach et al (2018) was the least intensive school-based intervention reviewed. The Sound Partners curriculum, which is an explicit phonics-based program, was delivered by teachers in one-hour long sessions five days per week for 15 days over the summer break.…”