Addressing Summer Reading Setback Among Economically Disadvantaged Elementary Students

By R. Allington, Anne Mcgill-Franzen, Gregory Camilli, Lunetta M. Williams, Jennifer M. Graff, Jacqueline Love Zeig, Courtney C. Zmach, R. Nowak. 2010

272 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/7d87399f96933a7bbfd64c79a669fea67ff8af94

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Citations in the corpus

Identifying Pathways Between Socioeconomic Status and Language Development (2017, background): “Likewise, providing book resources for summer reading resulted in greater engagement in reading activities during the summer months and a higher level of reading proficiency in fall, especially for those children from economically disadvantaged families (Allington et al. 2010).”
Socioeconomic Gaps in Early Childhood Experiences (2016, unknown): “Allington et al. (2010), for example, showed that first- and second-grade children who were randomly selected to receive a dozen free books of their choice per year for 3 years outperformed children in the control group on a high-stakes literacy assessment and that the impact was even more…”
COVID-19 learning losses: early grade reading in South Africa (2021, background): “The gap between low-income and middle- to high-income children that accumulates over the summer vacations is well documented (Cooper et al 1996, Allington et al 2010)4.”
The Production of Human Capital in Developed Countries: Evidence from 196 Randomized Field Experiments (2016, unknown): “Similarly, Nordin and Rooth (2007) show that differences in income between natives and second generation immigrants in Sweden depend strongly on a skill gap – when controlling for scores on the Swedish Military Enlistment Test, the income gap decreases by more than seventy percent.”
The Science of Reading Comprehension Instruction (2021, background): “Studies of summer reading programs have shown that they can have a positive effect on comprehension (e.g., Allington et al., 2010).”
Education and Poverty: Confronting the Evidence. Working Papers Series. SAN11-01. (2011, background): “At the same time, some high-intensity summer programs have generated academic gains in high-poverty areas, and some low-cost reading programs have reduced summer reading loss (Allington et al., 2010; Jacob & Lefgren, 2004, Kim & White, 2011).”
Essential Elements of Fostering and Teaching Reading Comprehension (2011, background): “For example, experimental studies of voluntary summer reading have found that increasing the volume of texts to which students have access over the summer significantly improves their overall reading achievement (e.g., Allington et al., 2010; Kim & White, 2008).”
Read4Respect Service-Learning Project: Motivating and Engaging Students in Reading (2015, background): “Children who enjoy reading do it more often and become skilled at it (Allington et al., 2010).”
The Effects of Summer Reading on Low-Income Children’s Literacy Achievement From Kindergarten to Grade 8 (2013, unknown): “…to scaffolding summer book reading, the combination of effective teacher-directed comprehension lessons, careful text-leveling strategies, and opportunities to read books for multiple sum-mers appear to enhance comprehension gains (Allington et al., 2010; Kim & White, 2008; Mesmer & Cumming, 2009).”