Why Read? Examining Expectations and Messages About Summer Reading in Middle School

• In Event: AERA Poster Session 3
  In Poster Session: Innovations in Literacy Research, Theory, and Practice: Poster Session 1

Abstract

This study examined the summer reading requirements of 51 middle schools in Massachusetts, as well as the purposes of summer reading communicated to students through reading lists and letters. Schools generally framed the purpose of reading as either to promote reading for pleasure or to stem learning loss and promote academic development. The percentage of non-White students in a school was positively associated with the number of books students were required to read, being assigned a book title without choice, and messaging that the purpose of summer reading is to promote achievement and prevent learning loss. Findings suggest that the ways in which schools shape students’ summer reading experiences may differ by school demographics.

Authors

• Lauren Capotosto, College of the Holy Cross

• William Walker, College of the Holy Cross