Summer Learning Loss:

Problems and Research-Based

Solutions

Judy B. Cheatham, Ph.D.

Scholastic FACE SymposiumOctober 1 & 2, 2012

New Orleans

PICTURE HERE!

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Founded in 1966, RIF is the nation’s oldest and largest children’s and families’ literacy non-profit.

RIF Overview

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RIF Overview• Vision: A literate America in which all children have

access to books and discover the joys and value of reading.

• Mission: RIF is dedicated to motivating young children to read by working with children, their parents, and community members to make reading a fun and beneficial part of everyday life.

• Focus on Children 0-8 years• Multicultural Initiative• Parent Engagement

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Books For Ownership Program Overview

What?• Book distributions • Activities that encourage reading• Family & community involvement

Where?• 17,000 sites such as schools, libraries, Head Starts, clinics, and

community centers • All 50 states, U.S. territories, and the District of Columbia

Who?• Organizations serving children with an average of 80%

or greater free and reduced meal eligibility

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RIF Targets At-Risk Children

• Low-income children, particularly in high-poverty areas

- 80% or more eligible for free or reduced lunch• Military families• Children with

Disabilities

• Foster children, homeless children, and migrant children

• Children without access to libraries

• Institutionalized or incarcerated children

• Children whose parents are institutionalized or incarcerated

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RIF Impact in 2011

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400 million new, free books to more than 35 million children

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RIF Impact to Date

Loss of Federal Funding

RIF's Federal Funding in FY10 RIF's Federal Funding in FY110

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10

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$24.8 million

$0

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National Literacy Grant Competition

• For FY11, Congress voted to eliminate the federal funding RIF has received since 1976.

• In FY12, Congress provided $28 million for a national literacy competition through the Department of Education—half for school libraries and half for national literacy organizations.

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WHAT THE RESEARCH SAYS ABOUT THE READING LANDSCAPE

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71% of children living in poverty cannot readat the most basic level.

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America’s Literacy Crisis

• In low-income neighborhoods, there is only 1 book for every 300 children.

• 34% of children entering kindergarten lack the basic language skills they will need to learn to read.

• Only 1 in 5 low-income children read on grade level by the end of 3rd grade.

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• A child from a low-income family enters kindergarten with a listening vocabulary of 3,000 words, while a child from a high-income family enters with a listening vocabulary of 20,000 words.

• 88% of children who have difficulty reading at the end of 1st grade display similar difficulties at the end of 4th grade.

What Do We Know About Children and Reading?

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• 75% of students who are poor readers in 3rd grade remain poor readers in high school; after 3rd grade, cognitive demands increase yearly.

• 36% of American 4th graders read below the Basic level on NAEP.

• Among 4th graders, 58% of African-American, 54% of Hispanic, and 52% of American Indian children scored below the Basic level on NAEP.

• 54% of all 4th graders eligible for free or reduced lunch scored below the Basic level on NAEP.

What Do We Know About Children and Reading?

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National Assessment of Educational Progress:The Poverty Achievement Gap

Sources: National Center for Educational StatisticsNote: NSLP = National School Lunch Program (provides free and reduced-priced lunches to children of low-income families.)

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LITERACY (reading, writing, listening, speaking) is the VEHICLE to content material,

• Science• Social Studies• Mathematics

• Health• Technology• Engineering

ESPECIALLY when LEARNING TO READ changes to READING TO KNOW.

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Literacy Issues Can Affect Content . . .Current State of Affairs: PISA

Math

China (PRC)US

Science

US

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HERE’S the BIG PROBLEM:The GAP doesn’t close!

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Overall, 65% of 8th grade students scored at or above Basic in 2011

Current State of Affairs: Science NAEP

White

Black

Hispanic

Asian/Pacific Islander

American Indian/Alaska Native

Race Gap

Gender Gap

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F

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1. The alphabet2. Sounds and symbols3. Concept of print4. Vocabulary5. Spelling patterns6. Lots of sight words7. Reflective practice

7 Things a Person Needs to Know to Read English:Back to Basics

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Vocabulary Acquisition by Age 3

Children of Professional Families

Children of Working Class Families

Children of Welfare Families

0 200 400 600 800 1000 1200

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• Basic Interpersonal Communicative Skills (2 years to develop for ELLs)

– Develop through social situations in informal school settings (cafeteria, playground, school yard)

From Research in the Second Language Field . . .Vocabulary: BICS vs. CALP

Cummins, 1984; Echevarria, Voght Short, 2008

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• Cognitive Academic Language Proficiency (5-7 years to develop for ELLs)

– Content vocabulary (Tier THREE)• Appears in specific areas of knowledge (math,

science, social studies, literature)• Is TIER THREE vocabulary• Is not used frequently• Is thus more difficult for learners to internalize

From Research in the Second Language Field . . . Vocabulary: BICS vs. CALP

Harmon, Wood, & Hedrick, 2006

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WHAT THE RESEARCH SAYS ABOUTSUMMER READING LOSS:CAUSES AND SOLUTIONS

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Summer “Slide”• Learning loss that occurs anytime children are not in school

(summer as well as winter, fall, and spring breaks)• First documented in 1906, teacher of mathematics• Subjects most affected – those that rely on skills that

require:- constant repetition- multiple opportunities for practice and feedback- with a goal of automaticity- like reading, writing, math, TIER THREE vocabulary

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Summer “Slide”

The Loss?• One month to three or even more of learning

from the PREVIOUS school yearThe Implication?• First day of school of new year: some children

know half to all the content material for the coming year; other children have lost 1/4 -1/2 year of learning from last year

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Learning Loss and Socio-economics

• Middle income families – Enrichment activities in the summer:

* parent at home, more educated* travel* camps* bookstore and library in home or neighborhood*enrichment programs, classes

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Summer Reading Programsas a Possible Solution to Close the Gap

• Kim and White (2008) study

• To prevent “decay” of children’s reading ability over summer, children need a program with at least the FOUR following components:

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Four Components of an Effective Summer Reading Program

1. Access to books (6-8)* at the individualized (lexiled), appropriate level of difficulty for each learner* with choice of topic within the lexiled level

2. Scaffolded activities and motivators3. Professional development4. Parent involvement

(Kim and White, 2008)

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Specifically, 2008 Kim and White Study Found . . .

• Voluntary summer reading intervention program with

* books based on lexiles and student interest

* specialized instruction by teachers, and* directed scaffolding by parents

RESULTED in 1.7 to 5.1 months of additional learning!

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Six Barriers to Parental Involvement

Many times,• Parents do not believe

they can help.• Parents do not feel

welcome at school.• Schools do not provide

advice to parents

• Schools fail to alert parents about problems.

• Parents feel intimidated by the school or vice versa.

• Communication is not two-way.

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Along with the “Usual Suspects”

• Lack of childcare• Lack of transportation• Lack of common language/culture

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New Study (Wilkins et al., 2012)“Does a Summer Reading Program Based on Lexiles Affect Reading Comprehension: A Final Report”

• Large scale, multi-districted study• 8 books, matched to reading level and interest

area, chosen at the first of the summer• Weekly postcard to parents

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RESULTS

• Program did not “move the needle” in terms of improving reading scores

• Wilkins et al. concluded that, based on what research says, this one did NOT include scaffolded materials, teacher staff development, multiple summers, parent involvement, student responses to texts

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RIF - proposes a program that focuses on SUMMER READING as part of a “cradle to career” school/family literacy initiative featuring

• Books• Activities• Motivational events• Motivational collateral

• Staff Development• Parent involvement• Parent contact

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Books

• Choice and lexiles• 6-8 per child, per summer• Based on common core– Half narration– Half exposition

• STEAM-themed– Tier 3 vocabulary– Cradle to career focus

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Teachers

In-services and continuing focus on:• Working with parents• Helping children choose books• Using the activities in the classroom and with

parents• Common core alignment• Exposition vs. narrative• Tiers 1,2,3 vocabulary• Active learning

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Parents

• On-going affirmation about their roles• Special meetings at Summer and Fall Back to

School Reading Celebrations• Special attention to parent activity sheets and

literacy calendars• Weekly contact during summer reading, 6-8

weeks, via ways parents choose (text, phone, email)

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Activities for Teachers, Parents, CBOs

Developed according to best practices• Prediction, reflection, content connections• Reading, writing, listening, speaking• Multiple opportunities for learning• Extension activities cross content boundaries

(tier 3 vocabulary) and promote active learning

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Distribution1. Family summer celebration kick-off Book-bag and motivational/educational

materials, including diary with both directed and free writing prompts

5 books, arranged according to topics and lexiles on tables

Food* Parent meeting, stressing parent’s role in

children’s learning and motivational activities

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Distribution (cont)

2. Weekly contact with parents, via the method they choose (text, email, phone call) by the school-based coordinator

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Distribution (cont.)

3. Four-week check-in 3 books, on tables Flexible hours Another face to face time to touch base with

parents Additional scaffolded materials

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Two Award-Winning Expository Texts from Scholastic

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Parting Thoughts and Suggestions:

• Whole school improvement• Multiple year program• Coordinator should be local and know parents• Pre-test and post-test• Keep your eyes on yearly progress from year

one

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And That Will Give Us . . .

• NOT the end;• Book People Unite!

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