Superummeruccess©

Maintaining Summer Reading Growth

Dr. Joan Firestone Director of Early

ChildhoodOakland Schools

Dr. Sandy BiondoIndependent Consultant

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 1,823,000 2,357,000

50 4.6 9.2 12.9 282,000 601,000

10 0.1 1.0 1.6 8,000 51,000

Source: Anderson, Wilson, and Fielding. (1988). RRQ

Independent reading

90th percentilefor book reading

50th percentile

10th percentile

200 x more

5 x more

Variations in amount of independent reading.

#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 labelsBook check out formBook wish listMonitoring formsReminder postcardsResearch 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 FormName____________________________Grade___ Room ____Date_______List of Books1. ______________________________ 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 ChairIngrid Snyder…………….…………...Oakland SchoolsSusan Baldwin………………….Huron Valley SchoolsCarey Crocker………..……………..Clarkston SchoolsChristine Devine……..…………..Birmingham SchoolsKathleen F. Kern…….…………..Birmingham SchoolsLyn Greely………………………Clarenceville SchoolsSandra Hudkins……….…………...Van Dyke SchoolsLaurie McDonnell…………...….Clarenceville SchoolsTrudi Motzenbecker……………...…...….Troy SchoolsTerry Pawl……….………...……...Hazel Park SchoolsSheila Scovic………………...…….Rochester Schools

Thank you!!!

A special thank you to

Dr. Joan Firestone, DirectorEarly Childhood Unit

Oakland Schoolsand

Tom Barnes, Project CoordinatorEarly Childhood Unit

Oakland Schools

For giving us wings to fly!