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Summer Learning Loss: Problems and Research-Based Solutions Judy B. Cheatham, Ph.D. Scholastic FACE Symposium October 1 & 2, 2012 New Orleans. PICTURE HERE!. 2. RIF Overview. Founded in 1966, RIF is the nation’s oldest and largest children’s and families’ literacy non-profit. 3.

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  1. Summer Learning Loss:Problems and Research-Based SolutionsJudy B. Cheatham, Ph.D.Scholastic FACE SymposiumOctober 1 &2, 2012New Orleans PICTURE HERE!

  2. 2

  3. RIF Overview Founded in 1966, RIF is the nation’s oldest and largest children’s and families’ literacy non-profit. 3

  4. RIF Overview • Vision: A literate America in which all children have access to books and discover the joys and value of reading. • Mission: RIF is dedicated to motivating young children to read by working with children, their parents, and community members to make reading a fun and beneficial part of everyday life. • Focus on Children 0-8 years • Multicultural Initiative • Parent Engagement 4

  5. Books For Ownership Program Overview What? • Book distributions • Activities that encourage reading • Family & community involvement Where? • 17,000 sites such as schools, libraries, Head Starts, clinics, and community centers • All 50 states, U.S. territories, and the District of Columbia Who? • Organizations serving children with an average of 80% or greater free and reduced meal eligibility 5

  6. RIF Targets At-Risk Children • Low-income children, particularly in high-poverty areas - 80% or more eligible for free or reduced lunch • Military families • Children with Disabilities • Foster children, homeless children, and migrant children • Children without access to libraries • Institutionalized or incarcerated children • Children whose parents are institutionalized or incarcerated 6

  7. RIF Impact in 2011 7

  8. RIF Impact to Date 400 million new, free books to more than 35 million children 8

  9. Loss of Federal Funding 9

  10. National Literacy Grant Competition • For FY11, Congress voted to eliminate the federal funding RIF has received since 1976. • In FY12, Congress provided $28 million for a national literacy competition through the Department of Education—half for school libraries and half for national literacy organizations. 10

  11. What the research says about the reading landscape 11

  12. 71% of children living in poverty cannot readat the most basic level. 12

  13. America’s Literacy Crisis • In low-income neighborhoods, there is only 1 book for every 300 children. • 34% of children entering kindergarten lack the basic language skills they will need to learn to read. • Only 1 in 5 low-income children read on grade level by the end of 3rd grade. 13

  14. What Do We Know About Children and Reading? • A child from a low-income family enters kindergarten with a listening vocabulary of 3,000 words, while a child from a high-income family enters with a listening vocabulary of 20,000 words. • 88% of children who have difficulty reading at the end of 1st grade display similar difficulties at the end of 4th grade. 14

  15. What Do We Know About Children and Reading? • 75% of students who are poor readers in 3rd grade remain poor readers in high school; after 3rd grade, cognitive demands increase yearly. • 36% of American 4th graders read belowthe Basiclevel on NAEP. • Among 4th graders, 58% of African-American, 54% of Hispanic, and 52% of American Indian children scored belowthe Basic level on NAEP. • 54% of all 4th graders eligible for free or reduced lunch scored below the Basic level on NAEP. 15

  16. National Assessment of Educational Progress:The Poverty Achievement Gap Sources: National Center for Educational Statistics Note: NSLP = National School Lunch Program (provides free and reduced-priced lunches to children of low-income families.) 16

  17. LITERACY (reading, writing, listening, speaking) is the VEHICLE to content material, • Science • Social Studies • Mathematics • Health • Technology • Engineering ESPECIALLY when LEARNING TO READ changes to READING TO KNOW. 17

  18. Literacy Issues Can Affect Content . . .Current State of Affairs: PISA Math Science China (PRC) US US 18

  19. HERE’S the BIG PROBLEM:The GAP doesn’t close! 19

  20. Current State of Affairs: ScienceNAEP • Overall, 65% of 8th grade students scored at or above Basic in 2011 White Black Hispanic Asian/Pacific Islander American Indian/Alaska Native Gender Gap Race Gap M F 20

  21. 7 Things a Person Needs to Know to Read English: Back to Basics • The alphabet • Sounds and symbols • Concept of print • Vocabulary • Spelling patterns • Lots of sight words • Reflective practice 21

  22. Vocabulary Acquisition by Age 3 22

  23. From Research in the Second Language Field . . .Vocabulary: BICS vs. CALP • Basic Interpersonal Communicative Skills (2 years to develop for ELLs) • Develop through social situations in informal school settings (cafeteria, playground, school yard) Cummins, 1984; Echevarria, Voght Short, 2008 23

  24. From Research in the Second Language Field . . . Vocabulary: BICS vs. CALP • Cognitive Academic Language Proficiency (5-7 years to develop for ELLs) • Content vocabulary (Tier THREE) • Appears in specific areas of knowledge (math, science, social studies, literature) • Is TIER THREE vocabulary • Is not used frequently • Is thus more difficult for learners to internalize Harmon, Wood, & Hedrick, 2006 24

  25. WHAT THE RESEARCH SAYS ABOUTSUMMER READING LOSS:CAUSES AND SOLUTIONS 25

  26. Summer “Slide” • Learning loss that occurs anytime children are not in school (summer as well as winter, fall, and spring breaks) • First documented in 1906, teacher of mathematics • Subjects most affected – those that rely on skills that require: - constant repetition - multiple opportunities for practice and feedback - with a goal of automaticity - like reading, writing, math, TIER THREE vocabulary 26

  27. Summer “Slide” The Loss? • One month to three or even more of learning from the PREVIOUS school year The Implication? • First day of school of new year: some children know half to all the content material for the coming year; other children have lost 1/4 -1/2 year of learning from last year 27

  28. Learning Loss and Socio-economics • Middle income families – Enrichment activities in the summer: * parent at home, more educated * travel * camps * bookstore and library in home or neighborhood *enrichment programs, classes 28

  29. Summer Reading Programsas a Possible Solution to Close the Gap • Kim and White (2008) study • To prevent “decay” of children’s reading ability over summer, children need a program with at least the FOUR following components: 29

  30. Four Components of an Effective Summer Reading Program • Access to books (6-8) * at the individualized (lexiled), appropriate level of difficulty for each learner * with choice of topic within the lexiled level • Scaffolded activities and motivators • Professional development • Parent involvement (Kim and White, 2008) 30

  31. Specifically, 2008 Kim and White Study Found . . . • Voluntary summer reading intervention program with * books based on lexiles and student interest * specialized instruction by teachers, and * directed scaffolding by parents RESULTED in 1.7 to 5.1 monthsof additional learning! 31

  32. Six Barriers to Parental Involvement Many times, • Parents do not believe they can help. • Parents do not feel welcome at school. • Schools do not provide advice to parents • Schools fail to alert parents about problems. • Parents feel intimidated by the school or vice versa. • Communication is not two-way. 32

  33. Along with the “Usual Suspects” • Lack of childcare • Lack of transportation • Lack of common language/culture 33

  34. New Study (Wilkins et al., 2012) “Does a Summer Reading Program Based on Lexiles Affect Reading Comprehension: A Final Report” • Large scale, multi-districted study • 8 books, matched to reading level and interest area, chosen at the first of the summer • Weekly postcard to parents 34

  35. RESULTS • Program did not “move the needle” in terms of improving reading scores • Wilkins et al. concluded that, based on what research says, this one did NOT include scaffolded materials, teacher staff development, multiple summers, parent involvement, student responses to texts 35

  36. RIF - proposes a program that focuses on SUMMER READING as part of a “cradle to career” school/family literacy initiative featuring • Books • Activities • Motivational events • Motivational collateral • Staff Development • Parent involvement • Parent contact 36

  37. Books • Choice and lexiles • 6-8 per child, per summer • Based on common core • Half narration • Half exposition • STEAM-themed • Tier 3 vocabulary • Cradle to career focus 37

  38. Teachers In-services and continuing focus on: • Working with parents • Helping children choose books • Using the activities in the classroom and with parents • Common core alignment • Exposition vs. narrative • Tiers 1,2,3 vocabulary • Active learning 38

  39. Parents • On-going affirmation about their roles • Special meetings at Summer and Fall Back to School Reading Celebrations • Special attention to parent activity sheets and literacy calendars • Weekly contact during summer reading, 6-8 weeks, via ways parents choose (text, phone, email) 39

  40. Activities for Teachers, Parents, CBOs Developed according to best practices • Prediction, reflection, content connections • Reading, writing, listening, speaking • Multiple opportunities for learning • Extension activities cross content boundaries (tier 3 vocabulary) and promote active learning 40

  41. Distribution 1. Family summer celebration kick-off • Book-bag and motivational/educational materials, including diary with both directed and free writing prompts • 5 books, arranged according to topics and lexiles on tables • Food* • Parent meeting, stressing parent’s role in children’s learning and motivational activities 41

  42. Distribution (cont) 2. Weekly contact with parents, via the method they choose (text, email, phone call) by the school-based coordinator 42

  43. Distribution (cont.) 3. Four-week check-in • 3 books, on tables • Flexible hours • Another face to face time to touch base with parents • Additional scaffolded materials 43

  44. Two Award-Winning Expository Texts from Scholastic 44

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  47. Parting Thoughts and Suggestions: • Whole school improvement • Multiple year program • Coordinator should be local and know parents • Pre-test and post-test • Keep your eyes on yearly progress from year one 47

  48. And That Will Give Us . . . • NOT the end; • Book People Unite! 48

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