Longitudinal Analysis of the Effect of Summer Reading on Mitigating Learning Loss

• In Event: Reporting the Results of Reading Interventions

Abstract

This study sought to determine whether provision of books to students for summer reading, coupled with regular reading during that time, mitigates the amount of learning loss that commonly occurs over the summer for students in high-needs schools. Test scores on a standardized reading assessment were examined between the year prior to and the year of implementation of a summer reading project. Two types of samples were used; a longitudinal matched sample of participant students and two virtual matched comparison samples. The matched sample analysis offers a quasi-experimental approach to compare the results of students comparable to students in the sample. This study provides some evidence on the effectiveness of a relatively inexpensive method to address summer learning loss.

Authors

• Tammiee S. Dickenson, University of South Carolina - Columbia

• Diane M. Monrad, University of South Carolina

• Mihaela Ene, University of South Carolina

• Elizabeth Leighton, University of South Carolina

• Heather B. Grohn, University of South Carolina

• Sally Huguley

• Genine Lorraine Blue, University of South Carolina - Columbia

• Becca Doswell, South Carolina Department of Education

• Briana Crotwell Timmerman, University of South Carolina