Younger readers just need to track eight books to earn their prizes. Some libraries have broadened their criteria for program completion by including activities as options. Some options beyond traditional reading include listening to books, school directed learning, virtual programs or camps, and acts of kindness. Kralik said he has seen libraries implement lots of creative elements into their summer programs.
Some libraries use a bingo-style card with activities to complete. Others hold programs promoting STEM fields or bring in local experts. Of course, this year, many of the in-person activities are not taking place at libraries.
A big part of a successful summer reading program comes from promotion. They also make use of local schools, with staff visiting classrooms and distributing promotional materials. In Nashville, the Summer Reading Challenge launched on April 13, at least a month earlier than planned. In Dayton, Summer Challenge is taking place completely virtually. Prizes will be distributed through curbside pickup or through the mail. San Jose is also looking at curbside pickup for prizes. Summer programming is also taking place online.
In San Jose, there will be a virtual performance to kick off the summer. Dayton Metro Library is promoting two virtual summer camps. But in that case, the community can help. It can also organize book donations to give away to children during the summer. Or set up book exchanges where people can pick up free books and donate used ones. And, of course, it can support the public library.
In school, a teacher must set a pace that all the students have to follow. That means that some students would like to move at a faster pace, so the teacher has to discourage them from reading ahead. Schools, especially high schools, often send summer reading lists home with students. The reading lists often come with assignments to complete. These assignments communicate to children that reading for school matters. And perhaps that reading for pleasure matters less, if at all. Reading becomes a job.
They have goals to achieve. Even if they let children define their own goals, meeting a goal is work. Maybe the librarians give out prizes. But giving out stickers or toys for meeting goals can detract from the pleasure of reading for its own sake. Instead, libraries can work to reconnect children with their innate desire to learn.
Librarians can serve as facilitators in letting children learn about what they care about. Informational reading to be sure, but the library probably also has stories of other children doing any interesting activity. Teachers encouraged the students to practice oral reading at home with family members and to use comprehension strategies during independent, silent reading. The findings suggest that voluntary summer reading intervention may be an effective strategy for improving reading achievement among lower performing students.
This research synthesis reviewed summer reading intervention data from The meta-analysis included 41 classroom- and home-based summer reading interventions and involved children from grades K Studies suggest that children who participated in classroom or home interventions saw increased reading achievements. Research also suggested that students from low-income backgrounds saw larger benefits than students from a mix of income backgrounds. Koury, A.
Koury, et. Taking into consideration the general understanding of summer reading loss written about in earlier research, Koury, et. For this study, Koury, et. The authors note that they would need to provide more research since they could only observe summer learning for two summers, but from the results they were given, it was concluded that more research needs to be done about the summer slide and the dominant narrative on the subject should be reframed. Krashen, S.
An emeritus professor at University of Southern California explains that one of the most effective means of improving reading ability is to supply students with engaging and comprehensive reading materials.
Studies suggest that students who read more have a higher reading and spelling ability and larger vocabularies, and one way to motivate students to read is to provide access to self-selected reading materials and time for voluntary reading. Lu, Y. This study examines how a web-based summer reading program affected the reading behaviors and attitudes of high school students.
The study included 2, students from 9th- through 12th-grade and collected data through student surveys and teacher interviews. The study showed that most students were satisfied with the web-based program, but teacher response was mixed, pointing to the need for greater summer reading program involvement. Matthews, J. This article reviews the comparable impact of summer school programs and public library summer reading programs on summer reading setback.
The article concludes that public libraries could do more to identify the impact of summer reading programs for their students and lists several suggestions for improving evaluations of public library summer reading programs, including adopting a multi-pronged approach, identifying a minimum set of performance measures, and periodically including complimentary summer reading program assessment activities.
McCombs, J. Rand Education, Santa Monica. McCombs et al. Ready for Fall? This study indicated that reading outcomes were not significantly affected during a five-week summer reading program and further suggested that reading outcomes were dependent upon classroom and site quality. McGaha, J. This study explores how one urban high school motivated students to read over the summer by providing free, high-interest books to its students, providing further evidence that improving access to books and reading opportunities is a vital step to developing reading proficiency among lower-income students over the summer.
The school used teacher feedback to provide reading material that was appealing to high school students and incorporated voluntary choice into reading material, rather than assigning specific books by grade or class. McLaughlin, B. The Education Commission of the States cites multiple key studies that stress that summer learning is a centerpiece of educational reform strategies.
On average, students lose two months of grade-level mathematical computation skills over the summer, and low-income students can also lose two months of reading achievement. Miller, B. Beth Miller, sponsored by the Nellie Mae Foundation, provides an overview of the existing educational research on summer learning. Summer learning loss is a major factor in the achievement gap between students of high and low socioeconomic statuses by the end of elementary school.
The study advocates for increasing summer learning opportunities for children and makes suggestions for further research. Miller, D. She instead advocates for structures that allow for more personal ownership of reading material during the summer, including student-led booklists and a more comprehensive selection with a range of genres, reading levels, and cultural perspectives.
Game Changer! Scholastic, New York. This book showcases the importance of book access for students. Through research and testimonials, the book also provides teachers and administrators with resources and information to increase meaningful student interaction with books and to launch or sustain book access initiatives in communities.
Topics covered include successful school and classroom libraries, the power of book ownership, the importance of cultural and social access to books, and meaningful family-community reading engagement. Morrison, C. In addition to a majority of teens not even being aware that the library had a summer reading program, the author has learned: tweens and teens will participate in reading challenges if they were allowed to choose books on their own accord, and challenges and games will sound more enticing if the prizes offered were varied and appealed to their interests.
Mraz, M. Summer reading setback can be reduced through multiple resources, including focusing on literacy in the home, reading with children, and increasing the availability of reading materials. National Summer Learning Association. This research brief from the NSLA outlines a report about how partnerships between public library summer learning programs, schools, and community organizations provide cost-effective and valuable summer learning programs for students.
Partnerships allow organizations to leverage resources, share risks, exchange information and expertise, and increase the likelihood of positive outcomes. This research brief from the NSLA explains how important it is to incorporate science, technology, engineering, and math learning opportunities into summer learning programs.
The NSLA asserts that summer learning is more than just about academic; it is also about enriching the lives of students, including through summer meals programs, boosting engagement and desire to learn, and encouraging social emotional learning skills. Neuman, S. The initiative transformed 32 neighborhood branch libraries into a technologically modern urban library system. The study discovered that, although all resources were equally available to both low- and middle-income students, reading levels were not comparably leveled.
Even with equal access, low-income students continued to read for shorter periods of time and less challenging material than their middle-income peers. New York State Board of Regents. Pitcock, S. The district provides customized reading lists to students, offers unlimited access to digital and print books, and cooperates with the community in order to sustain the impacts of summer reading programs. Quinn, D.
0コメント