Whenever summer approaches, I always think about the summer reading gap that will affect so many of our struggling students. Most U.S. students go to school for nine months each year. Most grow in their knowledge and skills during this time. When summer comes along, however, many students, particularly those from low–socioeconomic families, experience summer learning loss.
Research indicates that struggling learners score significantly higher on standardized tests taken at the beginning of summer vacation than they do on the same standardized tests taken at summer’s end. This loss is particularly evident in reading, and it is most pronounced among students from low-socioeconomic families, who may not have access to books.
Various terms have been used to refer to what happens when students are out of school during the summer months: “summer reading gap,” “summer learning loss,” “summer setback,” “summer shortfall,” and “summer slide.” Regardless of which term is used, the research clearly shows that summer learning loss contributes to the perpetuation of the reading gap between students from low-socioeconomic and high-socioeconomic families.
Losses are large and cumulative; read more HERE>
Author: Linda B. Gambrell, Eugene T. Moore School of Education at Clemson University,