The Effects of Summer Reading on Low-Income Children's Literacy Achievement From Kindergarten to Grade 8: A Meta-Analysis of Classroom and Home Interventions

James S. Kim, David M. Quinn

Research output: Contribution to journalArticlepeer-review

127 Scopus citations

Abstract

This meta-analysis reviewed research on summer reading interventions conducted in the United States and Canada from 1998 to 2011. The synthesis included 41 classroom- and home-based summer reading interventions involving children from kindergarten to Grade 8. Compared to control group children, children who participated in classroom interventions, involving teacher-directed literacy lessons, or home interventions, involving child-initiated book reading activities, enjoyed significant improvement on multiple reading outcomes. The magnitude of the treatment effect was positive for summer reading interventions that employed research-based reading instruction and included a majority of low-income children. Sensitivity analyses based on within-study comparisons indicated that summer reading interventions had significantly larger benefits for children from low-income backgrounds than for children from a mix of income backgrounds. The findings highlight the potentially positive impact of classroom- and home-based summer reading interventions on the reading comprehension ability of low-income children.

Original languageEnglish (US)
Pages (from-to)386-431
Number of pages46
JournalReview of Educational Research
Volume83
Issue number3
DOIs
StatePublished - Sep 2013
Externally publishedYes

Keywords

  • low-income children
  • meta-analysis
  • reading comprehension
  • summer learning loss

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