Solving summer slide: Strategies and suggestions

Turner, Louise; Tse, Laura

doi:10.18296/set.0004

Cited by 3 publications

(5 citation statements)

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“…In this study, matched control students had a large and significant decrease in mean relative test scores over summer, while SLJ participants did not. Moreover, effect size differences between participants and non-participants were large, d = 1.27, an effect that exceeds previous intervention effects in reading (Allington et al, 2010;Turner and Tse, 2015), possibly reflecting the severity of the SLE for the non-participating group of students.…”

Section: Rq2mentioning

confidence: 59%

“…Such programmes might include "book fair" approaches which provide engaging texts, matched to students' interests, thereby providing access to and motivation for ongoing literacy activity over summer (Allington et al, 2010). Turner and Tse's (2015) series of home-based studies involved provision of reading materials as well as supports for families. Combined results from those studies confirmed Kim and Quinn's (2013) conclusion that gains in reading ability were most pronounced for low-performing students.…”

Section: Log On and Blogmentioning

confidence: 99%

“…What is not known, in a voluntary programme such as this, is whether students' initial interest in voluntary participation is hampered by lack of access to devices or to the internet, for example, in cases where students' families did not support or provide permission for home use. Whereas non-digital intervention studies overcame access issues by sending home books (Allington et al, 2010;Turner and Tse, 2015), the present study relies on internet and device access. In contexts where these are not possible, it may be that the home-based nature of our study may have to be supplemented with more classroom-based approaches, such as use of library sessions as in Gwilliam and Limbrick's (2015) approach.…”

Section: Implications Of Findingsmentioning

confidence: 99%

“…The SLE has been identified in New Zealand schools, despite a relatively short summer break of six weeks (Turner and Tse, 2015). It has further been identified as an ongoing barrier to improvement efforts by schools, with up to half of the gains made during the year in interventions studies "lost" over summer (McNaughton et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Log on and blog

Williamson

Jesson

2017

ETPC

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Purpose This paper aims to investigate the viability of blogging over the summer holidays as an intervention to ameliorate the Summer Learning Effect (SLE) in writing. The SLE is the impact on achievement of taking a break from school over summer, and has been documented to affect differentially those students who come from low socioeconomic status (SES) communities compared with their more affluent peers. However, previous studies within similar communities suggest that the effect is not inevitable, and is amenable to intervention. Design/methodology/approach The present study is set in a group of low SES schools where students already have individual learning blogs. The Summer Learning Journey was designed by the research team in consultation with students and teachers from the schools and trialled in January 2015. The design of the programme drew on previous research that suggested that students would be motivated by interest, rather than achievement, and that literacy activity over summer should be leisure-based. Findings Initial evidence suggests that students who participated made measurable improvements compared with their own progress over the previous summer and also compared with a matched control group of students, and that the observed difference continued over the 2016 school year. Research limitations/implications The study provides initial evidence of quite substantial differences in achievement for those students who were active bloggers. Originality/value The study provides an alternative direction from current summer learning programmes and indicates the potential for designing digital opportunities for learning at times when the school is not in session.

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Section: Rq2mentioning

confidence: 59%

Section: Log On and Blogmentioning

confidence: 99%

Section: Implications Of Findingsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Log on and blog

Williamson

Jesson

2017

ETPC

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“…Issues associated with grade level to grade level transition are compounded with the typical regression in academic skills that occurs over the course of the summer break for students regardless of disability. This regression over the summer break has been referred to as the "summer slide" (Smith, 2012) or generally as summer learning loss (Turner & Tse, 2015) as well as alternatively the "summer melt" (Castleman et al, 2012). Summer "melt" refers to students not returning at all after a transition point such as high school students dropping out or high school graduates accepted into college not subsequently attending college (Castleman et al, 2012).…”

Section: Vertical Transitionsmentioning

confidence: 99%

Evidence for Transition-Related Behaviors as an Explicit Criterion for Extended School Year Services Eligibility

Barnard‐Brak

Filderman

Brewer

et al. 2022

Journal of Psychoeducational Assessment

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We examined the association of students’ ability to transition on a daily basis (horizontal transitions) as reported by teachers with academic achievement as mediated by the summer Extended School Year (ESY) services received. Transitions from summer break to re-entry in the fall are referred to as a vertical transition. We examined these relationships via structural equation modeling techniques using multi-group modeling with respect to students with Individualized Education Programs (IEPs) versus students without IEPs. Among students with IEPs, increased ability to transition was significantly associated with increased academic achievement across time. The receipt of summer ESY services was strongly and significantly associated with increased academic achievement among students with IEPs. The receipt of summer ESY services was also significantly associated with increased ability to transition for these students with IEPs. This ability to transition may be even more impacted by the advent of the COVID-19 pandemic, which has disrupted learning for many school children.

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The link between completing Reading Recovery and performance on a phonics screening check

Harmey

Anders

2023

Journal of Education for Students Placed at Risk (JESPAR)

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Solving summer slide: Strategies and suggestions

Cited by 3 publications

References 0 publications

Log on and blog

Log on and blog

Evidence for Transition-Related Behaviors as an Explicit Criterion for Extended School Year Services Eligibility

The link between completing Reading Recovery and performance on a phonics screening check

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