Maintaining Summer
Reading Growth
uper
ummer
uccess©
Dr. Sandy Biondo
Independent Consultant
Dr. Joan Firestone
Director of Early Childhood
Oakland Schools
Discussion points
Background on problem
One possible solution
Nuts and bolts to get started
SSS case studies
Website resources
Questions and answers
Summer reading loss
defined
Students return to school after summer
vacation with diminished reading skills.
Why?
Faucet theory
“Learning is turned ‘on’
during the school year
and turned ‘off’ during
the summer.” Entwisle, et. al.,
2001
Who?
Effects observed primarily with:
Economically disadvantaged children
Poor readers
Boys
Effects of summer
reading loss
2 to 3 month decline between June and
September
The cumulative effect is up to a 2 year
gap by middle school, even with
effective instruction
Gap grows
Summer reading setback is a potent
explanation for the widening reading
achievement gap between economically
advantaged children and economically
disadvantaged children.
Practice matters!
Our less able readers
don’t practice as much
as their more able
peers
Reading growth is
related to volume
Growth in reading
Growth in reading and how children spend
their time outside of school.

Minutes of Reading
Per Day
Words Read
Per Year
% Rank
Books
Text
All
Reading
Books
Text
90
21.1
33.4
40.4
50
4.6
9.2
12.9
282,000
601,000
10
0.1
1.0
1.6
8,000
51,000
1,823,000 2,357,000
Source: Anderson, Wilson, and Fielding. (1988). RRQ
Independent reading
Variations in amount of independent
reading.
90th percentile
for book reading
50th percentile
5 x more
200 x more
10th percentile
#1 predictor of summer
reading loss
Whether or not
students read during
the summer
What is the best
predictor if they read?
Solution
Provide appropriate books to students for
summer reading!
As simple as six…
As few as six books fend off summer
reading loss and maintain the reading
gains made during the school year!
Two key prevention
ingredients
Access to
appropriate leveled
materials
Motivation to read
them
Access factors
“Children learn to read by reading”
Books at the student’s independent
reading level
Appropriate number based on the student’s
reading level – 6, 12, 20
Importance of repeated readings –
research based
Motivation factors
“Just right” books – independent
level
Self-selection
High interest
Quality literature and variety
“Motivational maintainers” –
postcards, etc.
“The simplest of all solutions to fostering
improved reading is to encourage and
challenge children to read.”
Education Voice, 1999
SSS project goal
Provide information and tools to assist
educators in putting books in the hands of
children during the summer months
Keep it manageable
for all
SSS school program goals
Educate parents and students on the
importance of summer reading
Provide students with appropriate leveled
books to read during the summer
Motivate and encourage student to read on
a regular basis during the summer
Resource #1 – An
Educator’s Resource
Resource #2 website
Checklist
Funding
possibilities
Book bag labels
Follow-up survey
Leveling resources
Parent brochures
Book labels
Book check out
form
Book wish list
Monitoring forms
Reminder
postcards
Research
highlights
Resource #3
Oakland Schools support
SSS workshops
Support group for
SSS project leaders
Consultation from
Oakland Schools
Early Childhood
personnel
A brochure picture walk
“Sneak preview” of
what is inside….
Research in a nutshell,
pp. 3-6
Research data to
support the
program
Additional
“evidence-based”
research on the
website
Getting Started Checklist,
pp. 7-10
Step by step list of “considerations”
and “things to do”.
Timeline
Support
Personnel
Funding
Audience
Reading level
Books
Distribution
Organization
Educate
Reminders
Track
Planning tools
The SSS team tried to
anticipate your needs, so
we developed resource
materials for your use. Log
on to Oakland Schools
and download supportive
material at:
www.oakland.k12.mi.us/earlychildhood
Resource #5 – Student Book
Wish List Form
Resource #10 Check Out
Book Forms
Super Summer Six Book Check-out Form
Name____________________________
Grade___ Room ____Date_______
List of Books
1. ______________________________ Level____
2. ______________________________ Level____
3. ______________________________ Level____
4. ______________________________ Level____
5. ______________________________ Level____
6. ______________________________ Level____
Resource #13 – Book Labels
Resource #14 – Parent Letter
Resource #16 – Reminder
Postcards
Possible funding and book
resources, pp. 11-12
Typical funding
resources
“Think out of the
box” for funds
Places to get
books
Introducing SSS to Parents
and Students, p. 13
Kick off activities
Informational
resources
“Spread the news”
Reminder ideas, p. 14
How to keep them
reading
Appropriate level
and high interest
books
Reminders,
reminders,
reminders!
SSS in practice
Most Frequently Asked Questions…
Advice
Start small and select a target group.
Bottom line___________
Summer reading makes a difference!
Remember
Just like plants in a garden, students can
bloom and thrive all summer long!
SSS Team Members
Dr. Sandra Biondo………………..…..Editor and Chair
Ingrid Snyder…………….…………...Oakland Schools
Susan Baldwin………………….Huron Valley Schools
Carey Crocker………..……………..Clarkston Schools
Christine Devine……..…………..Birmingham Schools
Kathleen F. Kern…….…………..Birmingham Schools
Lyn Greely………………………Clarenceville Schools
Sandra Hudkins……….…………...Van Dyke Schools
Laurie McDonnell…………...….Clarenceville Schools
Trudi Motzenbecker……………...…...….Troy Schools
Terry Pawl……….………...……...Hazel Park Schools
Sheila Scovic………………...…….Rochester Schools
Thank you!!!
A special thank you to
Dr. Joan Firestone, Director
Early Childhood Unit
Oakland Schools
and
Tom Barnes, Project Coordinator
Early Childhood Unit
Oakland Schools
For giving us wings to fly!