Developing a Summer Reading Plan to Prevent the Summer Slide

1. Developing a Summer Reading Plan to Prevent the Summer Slide Scholastic Book Fairs Reading Summit for Educational Leaders Summer, 2012

2. AGENDA • Describe current state • Review research • Identify possible solutions • Discuss ways to implement ideas within schools

3. CURRENT STATE The ACHIEVEMENT GAP between economically advantaged and disadvantaged children GROWSdramatically across the elementary school years.

4. Prior Knowledge Questions • What do you already know about students’ reading habits over the summer months? • How does a student’s reading practice over the summer months impact his/her performance during the school year?

5. RESEARCH • Summer reading setback contributes to the reading achievement gap between rich and poor children

6. Economically Advantaged and Disadvantaged Students’ Reading Progression summer summer summer summer

7. RESEARCH ON SUMMER READING …Children who DO NOT READ in the summer can lose two to three months of reading development. …kids who DO READ tend to gain a month of reading proficiency. -Dr. Richard Allington and Dr. Anne McGill-Franzen, professors of education, University of Tennessee, Knoxville 7

8. RESEARCH

9. RESEARCH

10. DIGGING DEEPER INTO RESEARCH Based on a three-year study researchers from the University of Tennessee found that giving ACCESSTO BOOKS at spring Book Fairs and allowing students to CHOOSEBOOKS that most interested them had a significant effect on the summer reading gap. Allington, Richard L. and McGill-Franzen, Anne. (2003). Addressing summer reading setback among economically disadvantaged elementary students. Reading Psychology, 31(5), 411-427 as cited by Parker-Pope, Tara. (2010, August 2). “Summer Must-Read for Kids? Any book.” The New York Times. 10

11. THE IMPORTANCE OF SUMMER READING Regardless of ethnicity, socioeconomic level, or previous achievement, children who read FOUR OR MORE BOOKS over the summer fare better on reading comprehension testsin the fall than their peers who read one or no books over the summer. -Kim, Jimmy. “Summer Reading and the Ethnic Gap,” The Journal of Education for Students Placed at Risk (2004). www.scholastic.com/summer 11

12. CURRENT STATE SOLUTIONS

13. ARTICLES • UT Researchers Demonstrate Test Scores Soar With the Summer Reading Book Fair http://www.scholastic.com/bookfairs/email/principal_enews/2012/feb/ • Lost Summers: Few Books and Few Opportunities to Read by Anne McGill-Franzen and Richard Allington. http://www.readingrockets.org/article/394 • Summer Reading Loss by Maryann Mraz and Timothy V. Rasinskihttp://www.readingrockets.org/article/15218/ What can be done to curb the summer reading loss for students?

14. EDUCATOR • Wants students to read over the summer • Wants manageable, motivational tools to keep them reading • Wants to monitor students’ progress • STUDENT • Wants to monitor his personal progress • Wants incentives and rewards for reading • SOLUTION • Access to books through a book fair, school or community library; • Monitor progress through Read for the World Record program; • Free website resources

15. ENGAGING STUDENTS Interactive reading minute logs Read for the World Record!

16. EDUCATOR SUPPORT Tracks students’ reading minutes Customizable reading lists

17. A Successful SUMMER Reading Program Includes ACCESS to books kids want to read CHOICE in book selection FAMILY INVOLVEMENT to encourage and monitor reading DAILY READING PRACTICE