Summer Reading

While the critical importance of summer reading loss is receiving more attention than in the past, not all summer reading programs are alike. Featuring three new chapters and extensive updating, the second edition of this groundbreaking book describes current research that confirms the importance of key elements in the authors’ summer reading model that are essential to ensure gains for low-income, low-achieving students. Allington and McGill-Franzen—acknowledged experts on reading, remedial reading, and special education—describe multiple models of effective summer reading and book distribution initiatives. They also provide research-based guidelines for planning a successful summer reading program, including tips on book selection, distribution methods, and direction for crucial follow-up.

New for the Second Edition:

• The authors’ most recent related research.
• Revised chapter on enticing boys to read by Lunetta M. Williams.
• New chapter on summer reading with multilingual and English learners by Natalia Ward.
• New chapter on what libraries can do to support children, teens, and families by Maria Cahill.
• New chapter on connecting summer reading programs and the summer reading setback phenomenon by Jennifer M. Graff.
• New list of student-selected “favorite titles.”
• Reference to new research that validates the authors’ emphasis on free books, student choice of reading material, and recreational rather than leveled reading.

Richard L. Allington is professor emeritus of literacy studies at the University of Tennessee and past president of the National Reading Conference and the International Reading Association. His books include No Quick Fix, The RTI Edition. Anne McGill-Franzen is professor and director of the Reading Center at the University of Tennessee. Both are recipients of the International Reading Association Albert J. Harris Award for research on reading and learning disabilities.

“Research continues to indicate that summer reading programs, if designed and implemented well, are a key tool in addressing gaps in reading achievement. This book provides practical information about many aspects of the design and implementation of summer reading programs—from strategies for funding such programs to the types of books to make available to children, and more. With several new chapters and features—and revisions throughout—the second edition is even more useful than the first.”
—Nell K. Duke, University of Michigan

“Few books merit both labels, research-based and practical; this book is absolutely one that does! Reading about the many ways real schools have reversed summer loss by providing children access to books will have you saying to yourself, “We can do this!”
—Pat & Jim Cunningham, Wake Forest University & UNC-Chapel Hill

Table of Contents

Foreword by Gerald G. Duffy

Preface by Richard L. Allington and Anne McGill-Franzen

Chapter 1. Summer Reading Loss
   Richard L. Allington and Anne McGill-Franzen

Chapter 2. What Have We Learned About Addressing Summer Reading Loss?
   Anne McGill-Franzen and Richard L. Allington

Chapter 3. Interventions That Increase Children's Access to Print Material and Improve Their Reading Proficiencies
   James J. Lindsay

Chapter 4. Selecting Books and Activities to Entice Boys to Read: Research-Based Strategies for Summers
   Lunetta M. Williams

Chapter 5. Taking to the Streets! One Principal's Path to Stemming Summer Reading Loss for Primary Grade Students from Low-Income Communities
   Geraldine Melosh

Chapter 6. Making Summer Reading Personal and Local: One District's Response
   Lynn Bigelman

Chapter 7. Mitigating Summer Setback at the Grassroots Level: Books for Keeps' Stop Summer Slide! Program
   Jennifer M. Graff

Chapter 8. Summer Reading and Multilingual Learners
   Natalia Ward

Chapter 9. Libraries and Summer Reading to Support Children,  Teens, and Families: What More Can They Be Doing?
   Maria Cahill

Chapter 10. Where Do We Go from Here?
   Richard L. Allington and Anne McGill-Franzen

Appendix: Evidence Summary for Annual Book Fairs in High-Poverty Elementary Schools

About the Contributors

Index