Effects of a Voluntary Summer Reading Intervention on Reading Achievement: Results From a Randomized Field Trial

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Do Summer Time-Use Gaps Vary by Socioeconomic Status? (2013, background): “There is general agreement that both summer reading and conversation with adults positively impact cognitive development (e.g., Kim, 2006; Olson et al., 1984; Phillips, 2011).”
Addressing Summer Reading Setback Among Economically Disadvantaged Elementary Students (2010, background): “Kim (2006) reported a marginally significant effect (p = .059) on reading achievement for students receiving the summer books with stronger effects (p = .01) observed for Black students than for Hispanic or White students.”
Reducing the gap in numerical knowledge between low- and middle-income preschoolers (2011, background): “Providing children with such materials that can contribute to learning can produce larger gains in achievement for those who typically have less access to them (Kim, 2006).”