Lost Summers: For Some Children, Few Books and Few Opportunities to Read.

McGill-Franzen, Anne and Richard Allington. "Lost Summers: For Some Children, Few Books and Few Opportunities to Read." Classroom Leadership August 2001. The Center for Summer Learning at Johns Hopkins University.

Some highlights:

• A 1996 University of Missouri study found "an annual reading achievement gap of about 3 months between students from middle- and lower-income families." The middle-income children's achievement remained stable or increased
• In the elementary grades, "a summer loss of 3 months accumulates to become a gap of 18 months by the end of 6th grade. By middle school, summer reading loss…produces a cumulative lag of two or more years in reading achievement, even when effective instruction during the school year is available."
• Another study illustrated that "children with a history of less successful reading experiences simple aren't as interested in voluntary reading…" and that often "Lower-achieving readers are typically asked to read books that are too difficult." [Note: NYS Statewide Summer Reading Program recommends a self-selection approach and setting individual goals.]
• Building on student interest can stimulate voluntary reading, even among lower-achieving readers.
• According the National Reading Panel's 2000 report, hundreds of correlational studies suggest that "the more children read, the better their fluency, vocabulary and comprehension." (p.12)