The Effects of Summer Reading on Low-Income Children’s Literacy Achievement From Kindergarten to Grade 8: A Meta-Analysis of Classroom and Home Interventions

Kim, James S.; Quinn, David M.

doi:10.3102/0034654313483906

Cited by 214Reading and Literacy DevelopmentLiteracy and Educational PracticesEarly Childhood Education and Development

The Effects of Summer Reading on Low-Income Children’s Literacy Achievement From Kindergarten to Grade 8: A Meta-Analysis of Classroom and Home Interventions

Kim, James S., Quinn, David M.·2013·Review of Educational Research

DOI 10.3102/0034654313483906

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Abstract

This meta-analysis reviewed research on summer reading interventions conducted in the United States and Canada from 1998 to 2011. The synthesis included 41 classroom- and home-based summer reading interventions involving children from kindergarten to Grade 8. Compared to control group children, children who participated in classroom interventions, involving teacher-directed literacy lessons, or home interventions, involving child-initiated book reading activities, enjoyed significant improvement on multiple reading outcomes. The magnitude of the treatment effect was positive for summer reading interventions that employed research-based reading instruction and included a majority of low-income children. Sensitivity analyses based on within-study comparisons indicated that summer reading interventions had significantly larger benefits for children from low-income backgrounds than for children from a mix of income backgrounds. The findings highlight the potentially positive impact of classroom- and home-based summer reading interventions on the reading comprehension ability of low-income children.

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Socioeconomic Gaps in Early Childhood Experiences
Bassok, D., Finch, J. E., Lee, R., Reardon, S. F., & Waldfogel, J. (2016) · AERA Open · doi:10.1177/2332858416653924 · Cited by 183 · see citing works
“Although the causal evidence is mixed, several recent meta-analyses of experimental and quasi-experimental studies suggested that interventions aimed at improving access to books in the home generally yielded positive impacts (Kim & Quinn, 2013; Lindsay, 2010).”
Result
The Teaching and Learning Toolkit
Higgins, S. (2018) · Cambridge University Press eBooks · doi:10.1017/9781139519618.004 · Cited by 136 · see citing works
Digital inequalities in time of pandemic: COVID-19 exposure risk profiles and new forms of vulnerability
Robinson, L., Schulz, J., Khilnani, A., Ono, H., Cotten, S. R., McClain, N., Levine, L., Chen, W., Huang, G., Casilli, A. A., et al. (2020) · First Monday · doi:10.5210/fm.v25i7.10845 · Cited by 135 · see citing works
“If this occurs, differentiation will likely correlate with traditional markers of disparity (Kim and Quinn, 2013) and educational stratification related to household media, digital media, and knowledgeable people as resources for academic achievement.”
Background
Using Behavioral Insights to Increase Parental Engagement
Mayer, S. E., Kalil, A., Oreopoulos, P., & Gallegos, S. (2018) · The Journal of Human Resources · doi:10.3368/jhr.54.4.0617.8835r · Cited by 107 · see citing works
Home language, school language and children's literacy attainments: A systematic review of evidence from low‐ and middle‐income countries
Nag, S., Vagh, S. B., Dulay, K. M., & Snowling, M. J. (2018) · Review of Education · doi:10.1002/rev3.3130 · Cited by 104 · see citing works
“In addition, the review provides robust evidence for the association between HLLE disadvantage and both lowincome and social circumstances (Yoshikawa, 1994; Layzer et al., 2001; McCartney & Dearing, 2002; Kim & Quinn, 2013).”
Background
Measures matter: A meta-analysis of the effects of educational apps on preschool to grade 3 children’s literacy and math skills
Kim, J., Gilbert, J., Yu, Q., & Gale, C. (2021) · AERA Open · doi:10.1177/23328584211004183 · Cited by 102 · see citing works
“The codebook was based on previous meta-analytic reviews of literacy intervention studies and prior research indicating the factors that would influence student outcomes (Durlak et al., 2011; Guo et al., 2020; J. S. Kim & Quinn, 2013; Lipsey et al., 2012; Marulis & Neuman, 2013).”
MethodSelf-citation
Seasonal Dynamics of Academic Achievement Inequality by Socioeconomic Status and Race/Ethnicity
Quinn, D. M., Cooc, N., McIntyre, J., & Gomez, C. J. (2016) · Educational Researcher · doi:10.3102/0013189x16677965 · Cited by 105 · see citing works
“On the other hand, innovative summer solutions may have a role to play; for example, some evidence suggests that home-based summer reading programs may be a cost-effective alternative to traditional summer school (Kim, Guryan, White, Quinn, Capotosto, & Kingston, 2016; Kim & Quinn, 2013).”
Self-citation
A Synthesis of Quantitative Research on Programs for Struggling Readers in Elementary Schools
Neitzel, A. J., Lake, C., Pellegrini, M., & Slavin, R. E. (2021) · Reading Research Quarterly · doi:10.1002/rrq.379 · Cited by 102 · see citing works
School’s Out: The Role of Summers in Understanding Achievement Disparities
Atteberry, A., & McEachin, A. J. (2020) · American Educational Research Journal · doi:10.3102/0002831220937285 · Cited by 98 · see citing works
“Yet there is growing evidence that summer interventions can help mitigate students’ SLL (Kim & Quinn, 2013; McCombs et al., 2012; McCombs et al., 2015).”
Background
Surprising new evidence on summer learning loss
Kuhfeld, M. (2019) · Phi Delta Kappan · doi:10.1177/0031721719871560 · Cited by 93 · see citing works
“Other studies have found summer reading programs to be effective, particularly for low-income students (see Kim & Quinn, 2013, for a review), but these programs tend to be costly and often struggle to recruit and retain students and high-quality teachers.”
Background
Evidence from meta-analysis about parental involvement in education which supports their children’s learning
Higgins, S., & Katsipataki, M. (2015) · Journal of Children s Services · doi:10.1108/jcs-02-2015-0009 · Cited by 92 · see citing works
“…to the diversity of programmes, from book reading (Bus et al., 1995) to family literacy activities (Manz et al., 2010; Sénéchal & Young, 2008; Van Steensel et al., 2011) and to summer home reading programmes (Kim and Quinn, 2013), with many of these programmes targeted at low-income families.”
BackgroundInfluential
An investigation of cross-linguistic transfer between Chinese and English: a meta-analysis
Yang, M., Cooc, N., & Sheng, L. (2017) · Asian-Pacific Journal of Second and Foreign Language Education · doi:10.1186/s40862-017-0036-9 · Cited by 81 · see citing works
COVID‐19 school closures and educational achievement gaps in Canada: Lessons from Ontario summer learning research
Aurini, J., & Davies, S. (2021) · Canadian Review of Sociology/Revue canadienne de sociologie · doi:10.1111/cars.12334 · Cited by 69 · see citing works
“This sizeable range of effect sizes is actually common among reviews of summer interventions (e.g., Cooper et al., 2000; Kim & Quinn, 2013; McCombs et al., 2020), and illustrates the inconsistent effectiveness of summer programs.7 Further, a likely reason for the smaller theta score among our…”
Background
Designing Reading Comprehension Assessments for Reading Interventions: How a Theoretically Motivated Assessment Can Serve as an Outcome Measure
O’Reilly, T., Weeks, J. P., Sabatini, J., Halderman, L. K., & Steinberg, J. (2014) · Educational Psychology Review · doi:10.1007/s10648-014-9269-z · Cited by 61 · see citing works
“2013), student background variables (Kim and Quinn 2013), the methods and standards used to evaluate the interventions (e.”
Method
Psychosocial effects of parent-child book reading interventions: A meta-analysis
Xie, Q.-W., Chan, C. H. Y., Ji, Q., & Chan, C. L. W. (2018) · Pediatrics · doi:10.1542/peds.2017-2675 · Cited by 56 · see citing works
Socioeconomic status and reading outcomes: Neurobiological and behavioral correlates
Romeo, R. R., Uchida, L., & Christodoulou, J. A. (2022) · New Directions for Child and Adolescent Development · doi:10.1002/cad.20475 · Cited by 62 · see citing works
Impact of Intensive Summer Reading Intervention for Children With Reading Disabilities and Difficulties in Early Elementary School
Christodoulou, J. A., Cyr, A. B., Murtagh, J., Chang, P., Lin, J., GUARINO, A. J., Hook, P. E., & Gabrieli, J. D. E. (2015) · Journal of Learning Disabilities · doi:10.1177/0022219415617163 · Cited by 55 · see citing works
“…(Cornelius & Semmel, 1982), falling short of literacy benchmarks (Zvoch & Stevens, 2011, 2013), coming from low SES homes (Johnston, Riley, Ryan, & Kelly-Vance, 2015; Kim & Quinn, 2013), or enrolled in schools with programs to foster summer reading in minority children (Kim & White, 2008).”
Background
Effectiveness of Structured Teacher Adaptations to an Evidence‐Based Summer Literacy Program
Kim, J. S., Burkhauser, M., Quinn, D. M., Guryan, J., Kingston, H. C., & Aleman, K. (2017) · Reading Research Quarterly · doi:10.1002/rrq.178 · Cited by 55 · see citing works
Self-citation
Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review
Dietrichson, J., Filges, T., Seerup, J. K., Klokker, R. H., Viinholt, B. C. A., Bøg, M., & Eiberg, M. (2021) · Campbell Systematic Reviews: Better Evidence for a Better World · doi:10.1002/cl2.1152 · Cited by 54 · see citing works
Replicating the Effects of a Teacher-Scaffolded Voluntary Summer Reading Program: The Role of Poverty
White, T. G., Kim, J. S., Kingston, H. C., & Foster, L. (2013) · Reading Research Quarterly · doi:10.1002/rrq.62 · Cited by 53 · see citing works
“Additionally, the effects were comparable to effects for school-based and home-based summer programs in meta-analyses by Cooper et al. (2000) and Kim and Quinn (2013).”
MethodResultInfluentialSelf-citation
Can reading programs improve reading skills and academic performance in rural China?
Gao, Q., Wang, H., Mo, D., Shi, Y., Kenny, K., & Rozelle, S. (2018) · China Economic Review · doi:10.1016/j.chieco.2018.07.001 · Cited by 52 · see citing works
“It is possible that placing an emphasis on reading in rural schools could help narrow this educational gap, as it seems to have done in certain developed contexts (Kim, 2006; Kim & Quinn, 2013).”
Background
The COVID-19 impact on reading achievement growth of Grade 3–5 students in a U.S. urban school district: variation across student characteristics and instructional modalities
Relyea, J. E., Rich, P., Kim, J. S., & Gilbert, J. B. (2022) · Reading and Writing · doi:10.1007/s11145-022-10387-y · Cited by 48 · see citing works
“…literacy development observed over the summer months in the previous studies (e.g., Cooper et al., 1996; Downey et al., 2004; Entwisle et al., 1997; Kim & Quinn, 2013) can be exacerbated by the global health crisis, considering the prevailing inequalities and unequal access to learning…”
BackgroundSelf-citation
Delayed Effects of a Low-Cost and Large-Scale Summer Reading Intervention on Elementary School Children's Reading Comprehension
Kim, J. S., Guryan, J., White, T. G., Quinn, D. M., Capotosto, L., & Kingston, H. C. (2016) · Journal of Research on Educational Effectiveness · doi:10.1080/19345747.2016.1164780 · Cited by 39 · see citing works
“There are two common approaches to keeping the learning faucet open and promoting summer learning for low-income children: school (classroom)-based interventions and home-based interventions (Kim & Quinn, 2013).”
BackgroundMethodSelf-citation
Is ‘summer’ reading loss universal? Using ongoing literacy assessment in Malawi to estimate the loss from grade-transition breaks
Slade, T. S., Piper, B., Kaunda, Z., King, S. J., & Ibrahim, H. (2017) · Research in Comparative and International Education · doi:10.1177/1745499917740657 · Cited by 39 · see citing works
“In their meta-analysis, Kim and Quinn (2013) estimated the average effect size of the homebased interventions at 0.12 SD. Costs for these programs are much lower than for classroom interventions, such that they have been put forward as scalable and cost-effective policy solutions to mitigate summer…”
BackgroundInfluential
The COVID-19 school closure effect on students’ print and digital leisure reading
Sun, B., Loh, C. E., & Nie, Y. (2021) · Computers and Education Open · doi:10.1016/j.caeo.2021.100033 · Cited by 42 · see citing works
Modeling the relationship between socioeconomic status, self-initiated, technology-enhanced language learning, and language outcome
Ghorbani, M. R., & Golparvar, S. E. (2019) · Computer Assisted Language Learning · doi:10.1080/09588221.2019.1585374 · Cited by 34 · see citing works
“There is an extensive line of research corroborating the association between students ’ SES and their academic achievement (Chung, 2015; Kim & Quinn, 2013; Reardon et al., 2013; Sirin, 2005).”
Result
Targeted school-based interventions for improving reading and mathematics for students with, or at risk of, academic difficulties in Grades 7–12: A systematic review
Dietrichson, J., Filges, T., Klokker, R. H., Viinholt, B. C. A., Bøg, M., & Jensen, U. H. (2020) · Campbell Systematic Reviews: Better Evidence for a Better World · doi:10.1002/cl2.1081 · Cited by 33 · see citing works
“…reading programmes, and interventions involving only parents and families (see, e.g., Zief, Lauver, & Maynard, 2006 for a review of after school‐programmes, Kim & Quinn, 2013, for a review of summer reading programmes, and Jeynes, 2012, for a review of programmes that involve families or parents).”
E-Books and E-Book Apps: Considerations for Beginning Readers
Bates, C. C., Klein, A., Schubert, B., McGee, L. M., Anderson, N., Dorn, L. J., McClure, E. L., & Ross, R. (2016) · The Reading Teacher · doi:10.1002/trtr.1543 · Cited by 33 · see citing works
Pivoting an Elementary Summer Reading Intervention to a Virtual Context in Response to COVID-19: An Examination of Program Transformation and Outcomes
Beach, K. D., Washburn, E. K., Gesel, S. A., & Williams, P. (2021) · Journal of Education for Students Placed at Risk (JESPAR) · doi:10.1080/10824669.2021.1906250 · Cited by 33 · see citing works
“However, disparate evidence suggests no significant differences between programs that provided greater or fewer than 70 hours of total instruction (Kim & Quinn, 2013), and results of some individual studies showed successful mitigation of SLL with as few as 15 hours of instruction (Beach et al.,…”
Background
Effects of a Summer Mathematics Intervention for Low-Income Children
Lynch, K., & Kim, J. S. (2016) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373716662339 · Cited by 34 · see citing works
“In the domain of literacy, researchers have found that, on average, home-based literacy interventions appear to be equally as effective and more cost-effective than summer school at improving reading outcomes (Kim & Quinn, 2013).”
BackgroundSelf-citation
The moderating role of socioeconomic status on motivation of adolescents’ foreign language learning strategy use
Shin, H. W., & So, Y. (2017) · System · doi:10.1016/j.system.2017.11.007 · Cited by 31 · see citing works
“This was anticipated, and our results were in line with other educational research studies (e.g., Bornstein & Bradley, 2003; Hoff, 2006; Kim & Quinn, 2013; Sirin, 2005).”
Development of Reading Comprehension in Bilingual and Monolingual Children—Effects of Language Exposure
Papastefanou, T., Marinis, T., & Powell, D. (2021) · Languages · doi:10.3390/languages6040166 · Cited by 30 · see citing works
“…awareness, orthographic symbol knowledge (knowledge of names and sounds of alphabet letters), orthographic awareness, morphological awareness, and rapid automatized naming (Apel et al. 2012; Barker et al. 1992; Burgess and Lonigan 1998; Carlisle 2004; Carlisle and Katz 2006; Kim and Quinn 2013).”
Background
Inequality in learning is a major concern after school closures
van de Werfhorst, H. G. (2021) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.2105243118 · Cited by 29 · see citing works
The Impact of Summer Programs on Student Mathematics Achievement: A Meta-Analysis
Lynch, K., An, L., & Mancenido, Z. (2022) · Review of Educational Research · doi:10.3102/00346543221105543 · Cited by 34 · see citing works
“By contrast, Kim and Quinn (2013) found that the impacts of summer reading programs were larger for low-income children than their higher-income counterparts.”
BackgroundMethodInfluential
COVID-19 Salgını Sürecinde Öğrencilerin Olası Öğrenme Kayıpları Üzerine Bir Değerlendirme
Baz, B. (2021) · Temel Eğitim · doi:10.52105/temelegitim.3.1.3 · Cited by 28 · see citing works
Identification of Summer School Effects by Comparing the In- and Out-of-School Growth Rates of Struggling Early Readers
Zvoch, K., & Stevens, J. J. (2015) · The Elementary School Journal · doi:10.1086/680229 · Cited by 28 · see citing works
“…summer fluency gains instead align well with meta-analytic findings regarding the benefits of supplemental summer instruction (Cooper et al., 2000; Kim & Quinn, 2013) and other recent summer school effects 451 investigations that have used relatively rigorous designs to examine summer school…”
Result
Are We Hammering Square Pegs Into Round Holes?: An Investigation of the Meta-Analyses of Reading Research With Students Who Are d/Deaf or Hard of Hearing and Students Who Are Hearing
Ye, W., & Williams, C. (2014) · American Annals of the Deaf · doi:10.1353/aad.2014.0029 · Cited by 34 · see citing works
“…book reading (Mol, Bus, de Jong, & Smeets, 2008), interactive book reading (Mol, Bus, & de Jong, 2009), print exposure (Mol & Bus, 2011), summer reading (Kim & Quinn, 2013), attitudes toward reading (Petscher, 2010), and computer-assisted instruction (Blok, Oostdam, Otter, & Overmaat, 2002).”
Effects of a Summer Reading Intervention on Reading Skills for Low-Income Black and Hispanic Students in Elementary School
Beach, K. D., McIntyre, E., Philippakos, Z. A. T., Mraz, M. E., Pilonieta, P., & Vintinner, J. P. (2018) · Reading & Writing Quarterly · doi:10.1080/10573569.2018.1446859 · Cited by 25 · see citing works
“In a more recent meta-analysis of home and summer interventions, Kim and Quinn (2013) found positive and significant effects for comprehension total (d ¼ .13), comprehension only (d ¼ .23), and fluency and decoding combined (d ¼ .24) when calculating effects across the 41 interventions reviewed.”
BackgroundMethodResultInfluential
The Use of Pre-Reading Activities in Reading Skills Achievement in Preschool Education
Michael, A., Jing, Q., Natalia, I., & Stephen, M. A. (2016) · European Journal of Educational Research · doi:10.12973/eu-jer.5.1.35 · Cited by 24 · see citing works
Independent reading in rural China’s elementary schools: A mixed-methods analysis
Wang, H., Guan, H., Yi, H., Seevak, E., Manheim, R., Boswell, M. J., Rozelle, S., & Kotb, S. (2020) · International Journal of Educational Development · doi:10.1016/j.ijedudev.2020.102241 · Cited by 23 · see citing works
Preventing Summer Learning Loss: Results of a Summer Literacy Program for Students from Low-SES Homes
Bowers, L. M., & Schwarz, I. E. (2017) · Reading & Writing Quarterly · doi:10.1080/10573569.2017.1344943 · Cited by 24 · see citing works
“…as summer learning loss, or a significant decline in academic skills during the summer months (Alexander, Entwisle, & Olson, 2007; Borman & Dowling, 2006; Cooper, Charlton, Valentine, & Muhlenbruck, 2000; Johnson, Riley, Ryan, & Kelly-Vance, 2015; Kim & Quinn, 2013; Lee, Grigg, & Donahue, 2007).”
BackgroundResult
Defining Summer Gain Among Elementary Students With or at Risk for Reading Disabilities
Reed, D. K., Aloe, A. M., Reeger, A. J., & Folsom, J. S. (2019) · Exceptional Children · doi:10.1177/0014402918819426 · Cited by 22 · see citing works
“In addition to the sampling bias potentially introduced by differing characteristics of students who do and do not choose to attend or complete summer programs, participants are rarely randomly assigned to treatment and control conditions (Kim & Quinn, 2013).”
Background
Reading achievement in China’s rural primary schools: a study of three provinces
Gao, Q., Wang, H., Chang, F., Yi, H., & Shi, Y. (2019) · Educational Studies · doi:10.1080/03055698.2019.1701994 · Cited by 24 · see citing works
“If it is the case that reading skills and academic achievement are related, then it would be beneficial to place greater emphasis on reading in rural schools in an attempt to narrow this educational gap, as it seems to have done in certain developed contexts (Kim and Quinn 2013; Kim 2006).”
Background
Teacher–student relationships moderate the link between socioeconomic status and foreign language learning: Evidence from China
Ma, L., Xiao, L., Liu, Z., & Liu, J. (2022) · Language Teaching Research · doi:10.1177/13621688221122236 · Cited by 26 · see citing works
“Moreover, it has been well established that there is a strong correlation between SES and academic achievement (e.g. Harwell et al., 2017; Kim & Quinn, 2013; Lenkeit et al., 2022).”
Covid-19 school closures negatively impacted elementary-school students’ reading comprehension and reading fluency skills
Starling‐Alves, I., Hirata, G., & Oliveira, J. B. A. E. (2023) · International Journal of Educational Development · doi:10.1016/j.ijedudev.2023.102753 · Cited by 30 · see citing works
Mejora de la competencia literaria con un club de lectura escolar
Álvarez, C. Á., & Vejo-Sainz, R. (2018) · Biblios Journal of Librarianship and Information Science · doi:10.5195/biblios.2017.351 · Cited by 22 · see citing works
“…que ofrecen los clubs de lectura, en sus múltiples formas, para la mejora del gusto por la lectura y la potenciación del hábito lector (McMahon, 1992; Goatley, Brock & Raphael, 1995; Johnsson‐Smaragdi & Jönsson, 2006; Whittingham, & Huffman, 2009; Hill, 2012; Kim & Quinn, 2013; Álvarez, 2015).”
Background
Longitudinal and Geographic Trends in Family Engagement During the Pre-kindergarten to Kindergarten Transition
Sheridan, S. M., Koziol, N. A., Witte, A. L., Iruka, I. U., & Knoche, L. L. (2019) · Early Childhood Education Journal · doi:10.1007/s10643-019-01008-5 · Cited by 22 · see citing works
“Meta-analyses show consistently the benefits of parenting practices and home-based learning approaches (such as family literacy activities, talking to children about school) on academic (Kim and Quinn 2013; van Steensel et al. 2011) and social–emotional (Sheridan et al.”
Background
Access to Multicultural Children’s Literature During COVID‐19
Bennett, S. V., Gunn, A. A., & Peterson, B. J. (2021) · The Reading Teacher · doi:10.1002/trtr.2003 · Cited by 21 · see citing works
“…slide has suggested that income- related achievement gaps in reading become larger during out- of- school summer months due to loss in reading skills among students of Color and those living in poverty (e.g., Cooper, Nye, Charlton, Lindsay, & Greathouse, 1996; Kim & Quinn, 2013; Kim & White, 2008).”
Background
Effects of a Summer Reading Intervention on the Reading Performance of Elementary Grade Students from Low-Income Families
Beach, K. D., & Philippakos, Z. A. T. (2020) · Reading & Writing Quarterly · doi:10.1080/10573569.2020.1760154 · Cited by 18 · see citing works
School‐Based Weight Management Program Curbs Summer Weight Gain Among Low‐Income Hispanic Middle School Students
Reesor-Oyer, L. M., Moreno, J. P., Johnston, C. A., & Hernandez, D. C. (2018) · Journal of School Health · doi:10.1111/josh.12713 · Cited by 18 · see citing works
Summer reading loss is the basis of almost all the rich/poor reading gap
Allington, R. L., & McGill‐Franzen, A. (2017) · Routledge eBooks · doi:10.4324/9781315779522-13 · Cited by 17 · see citing works
An Analysis of the Effects of an Academic Summer Program for Middle School Students
Somers, M., Welbeck, R., Grossman, J. B., & Gooden, S. (2015) · doi:10.59656/yd-os8194.001 · Cited by 18 · see citing works
Integrating the 6Cs Motivation Into Reading Promotion Curriculum for Disadvantaged Communities With Technology Tools
Chan, V. H. Y., & Chiu, D. K. W. (2023) · Advances in human and social aspects of technology book series · doi:10.4018/978-1-6684-5347-6.ch007 · Cited by 16 · see citing works
Investigating the relationship between parental attitudes toward reading, early literacy activities, and reading literacy in Arabic among Emirati children
Alramamneh, Y., Saqr, S., & Areepattamannil, S. (2023) · Large-scale Assessments in Education · doi:10.1186/s40536-023-00187-3 · Cited by 16 · see citing works
“Children who are instilled with a parental appreciation for reading from an early age are also more likely to have access to a wide variety of reading materials, ranging from books to magazines to newspapers (Kim & Quinn, 2013).”
How Can Schools Support Parents' Engagement in their Children's Learning? Evidence from Research and Practice
Axford, N., Berry, Lloyd, J., Moore, D. W., Rogers, M. R., Hurst, A., Blockley, K. V., Durkin, H. E., & Minton, J. (2019) · PEARL (University of Plymouth) · Cited by 16 · see citing works
Breaking the Cycle: Cumulative Disadvantage in Literacy
Northrop, L. (2017) · Reading Research Quarterly · doi:10.1002/rrq.195 · Cited by 15 · see citing works
“In addition to simply increasing access to reading material, a meta-analysis of more formal summer programs, including home-based interventions, found a positive effect of home-based programs on reading comprehension (J. S. Kim & Quinn, 2013).”
Background
Summer Reading Program with Benefits for At-Risk Children: Results from a Freedom School Program
Lara-Cinisomo, S., Taylor, D. B., & Medina, A. L. (2019) · Reading & Writing Quarterly · doi:10.1080/10573569.2019.1627968 · Cited by 14 · see citing works
“In a recent meta-analysis of K-8 classroom-based and home-based summer reading intervention programs, Kim and Quinn (2013) found a more positive impact on the reading ability of low-income children than the reading ability of children from a mix of income backgrounds.”
Background
Elementary Teachers' Perspectives on Teaching Reading Comprehension
Smith, R. F. I., Snow, P. C., Serry, T. A., & Hammond, L. S. (2023) · Language Speech and Hearing Services in Schools · doi:10.1044/2023_lshss-22-00118 · Cited by 13 · see citing works
The Effects of an Intensive Summer Literacy Intervention on Reader Development
Contesse, V. A., Campese, T., Kaplan, R. L., Mullen, D., Pico, D. L., Gage, N. A., & Lane, H. B. (2020) · Reading & Writing Quarterly · doi:10.1080/10573569.2020.1765441 · Cited by 13 · see citing works
“These results expand on previous research on the implementation of research-based reading instruction during summer reading programs (Johnston et al., 2015; Kim & Quinn, 2013) and the impact of individually administered interventions on students’ reading performance (Slavin et al., 2011).”
BackgroundMethodResultInfluential
Early reading interventions
Savage, R. S., & Cloutier, É. (2017) · Studies in written language and literacy · doi:10.1075/swll.15.23sav · Cited by 13 · see citing works
Implementing Remote Developmental Research: A Case Study of a Randomized Controlled Trial Language Intervention During COVID-19
Ozernov‐Palchik, O., Olson, H. A., Arechiga, X. M., Kentala, H., Solorio-Fielder, J. L., Wang, K. L., Torres, Y. C., Gardino, N. D., Dieffenbach, J. R., & Gabrieli, J. D. E. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.734375 · Cited by 12 · see citing works
“Intervention effects have been more significant in well-resourced studies, as compared to studies with fewer resources (Kim and Quinn, 2013).”
Result
Retention of Reading Intervention Effects From Fourth to Fifth Grade for Students With Reading Difficulties
Wanzek, J., Petscher, Y., Otaiba, S. A., & Donegan, R. E. (2019) · Reading & Writing Quarterly · doi:10.1080/10573569.2018.1560379 · Cited by 12 · see citing works
“A variety of home and school summer programs intended to keep that instructional faucet running have shown positive effects in reading (Kim & Quinn, 2013).”
Background
Freedom Schools Then and Now: A Transformative Approach to Learning.
Watson, M. (2014) · The Journal for Critical Education Policy Studies · Cited by 11 · see citing works
Development of writing skills within a home-based, shared reading intervention: Re-analyses of evidence from a randomized controlled trial
Andersen, S. C., Nielsen, H. S., & Rowe, M. L. (2022) · Learning and Individual Differences · doi:10.1016/j.lindif.2022.102211 · Cited by 20 · see citing works
A Cost–Benefit Analysis of Summer Reading Programs Implemented Under State Guidelines
Reed, D. K., Cook, K. M., & Aloe, A. M. (2018) · Educational Policy · doi:10.1177/0895904818802112 · Cited by 11 · see citing works
“However, a synthesis of 41 studies of summer reading programs found that teacher-directed literacy instruction was associated with more significant student improvement than sending books home to be read independently (Kim & Quinn, 2013).”
Background
Feeling bad and doing bad: student confidence in reading in rural China
Gao, Q., Wang, H., Chang, F., An, Q., Yi, H., Kenny, K., & Shi, Y. (2020) · Compare A Journal of Comparative and International Education · doi:10.1080/03057925.2020.1759027 · Cited by 13 · see citing works
“As increasing the focus on reading has been shown to be beneficial for educational outcomes in developed countries, it is possible that this could have a similar effect in rural China and, therefore, narrow China’s educational gap (Kim and Quinn 2013; Kim 2006).”
Background
Technology-assisted coaching can increase engagement with learning technology at home and caregivers’ awareness of it
Nazare, J., Woolf, A. R., Sysoev, I., Ballinger, S., Saveski, M., Walker, M. M., & Roy, D. K. (2022) · Computers & Education · doi:10.1016/j.compedu.2022.104565 · Cited by 10 · see citing works
It all starts at home: ‘Home reading environment and reading outcomes in rural China’
Gao, Q., Zhang, Y., Nie, W., Liu, H., Wang, H., & Shi, Y. (2021) · Journal of Research in Reading · doi:10.1111/1467-9817.12354 · Cited by 10 · see citing works
“Specifically, it has been found that rural students consistently perform worse than urban students in core academic subjects such as math and science (Kleiman-Weiner et al., 2013; Lai et al., 2009; Li et al., 2015; Qian & Smyth, 2008).”
Background
Barriers to Providing Extended School Year Services to Students With Disabilities: An Exploratory Study of Special Education Directors
Barnard-Brak, L. M., Stevens, T., & Valenzuela, E. (2018) · Rural Special Education Quarterly · doi:10.1177/8756870518772308 · Cited by 10 · see citing works
“The literature has indicated certain risk factors such as children with a lower socioeconomic status (regardless of disability) are more vulnerable to summer regression in academic achievement (Celano & Neuman, 2008; Kim & Quinn, 2013; Slates et al., 2012; Smith, 2012).”
Background
Improving Learning
Higgins, S. (2018) · Cambridge University Press eBooks · doi:10.1017/9781139519618 · Cited by 25 · see citing works
From Silos to Synergy in STEM Education: Promoting Interdisciplinary STEM Education to Enhance the Science Achievement of Students With Learning Disabilities
Hwang, J. L., Choo, S., Morano, S., Liang, M., & Kabel, M. (2024) · Learning Disabilities Research and Practice · doi:10.1177/09388982241245452 · Cited by 11 · see citing works
“Potential loss of knowledge and skills during weekends (or summer breaks) has long been a concern (Alexander et al., 2007; Cooper et al., 1996; Kim & Quinn, 2013), in particular for students with LD (Faught et al., 2016; Hunt & Vasquez, 2014; Ritchie & Karge, 1996).”
Background
Understanding Differential Growth During School Years and Summers for Students in Special Education
Johnson, A., & Barker, E. (2022) · Journal of Education for Students Placed at Risk (JESPAR) · doi:10.1080/10824669.2022.2051145 · Cited by 11 · see citing works
“Additionally, research has shown that providing access to materials with explicit, direct instruction in reading and math improves academic success for students who are struggling (Clements, Fuson, & Sarama, 2017; Kim & Quinn, 2013).”
Background
The Impact of a Comprehensive, Evidence-Based Approach to Summer Literacy Intervention on the K-3 Reading Skills of Economically and Culturally Diverse Students
Washburn, E. K., Gesel, S. A., Fitzgerald, M. S., Beach, K. D., & Kingsbery, C. R. (2023) · Reading & Writing Quarterly · doi:10.1080/10573569.2022.2147463 · Cited by 8 · see citing works
“These students also lack access to extended-day and summer programming (Kim & Quinn, 2013); specifically, they tend to have fewer opportunities for literacy support and enrichment outside of the typical school year (Allington & McGill-Franzen, 2017).”
Background
The Dynamic Effects of a Summer Learning Program on Behavioral Engagement in School
Pyne, J., Messner, E., & Dee, T. S. (2021) · Education Finance and Policy · doi:10.1162/edfp_a_00368 · Cited by 9 · see citing works
The Summer Learning Journey: Ameliorating the summer learning effect using blogging
Williamson, R., Jesson, R., & Shepherd, D. A. (2019) · Computers & Education · doi:10.1016/j.compedu.2019.103738 · Cited by 8 · see citing works
Exploring the summer reading effect through visual analysis of multiple datasets
Reed, D. K., Aloe, A. M., Park, S., & Reeger, A. J. (2021) · Journal of Research in Reading · doi:10.1111/1467-9817.12357 · Cited by 9 · see citing works
Élaboration et évaluation de l’utilité, de l’utilisabilité et de l’acceptabilité de ressources éducatives produites en réponse à la crise de la COVID-19
Tessier, N., O'Callaghan, N., da Rocha-Puleoto, C. F., & Jourdan, D. (2021) · Global Health Promotion · doi:10.1177/1757975921996133 · Cited by 8 · see citing works
“De plus, l’effet de la fermeture des écoles est d’autant plus important que les élèves sont plus vulnérables socialement (6) ou du fait de problèmes de santé (7).”
Background
Promoting Children’s Reading Motivation With Culturally Relevant Reading Education
Ha, C., Durtschi, S., Roehrig, A. D., Turner, J. E., Craig, M., Mesa, M. P., & Funari, C. (2022) · Florida Educational Research Association · doi:10.62798/bzph7008 · Cited by 8 · see citing works
“In particular, young students faced with economic hardship often have summer reading loss caused by a gap in learning opportunities (Kim & Quinn, 2013; McDaniel et al., 2017).”
Background
Healthy Summer Learners: An explanatory mixed methods study and process evaluation
von Klinggraeff, L., Dugger, R., Brazendale, K., Hunt, E. T., Moore, J. B., Turner‐McGrievy, G. M., Vogler, K. E., Beets, M. W., Armstrong, B., & Weaver, R. G. (2022) · Evaluation and Program Planning · doi:10.1016/j.evalprogplan.2022.102070 · Cited by 8 · see citing works
Instruction in District-Designed Intensive Summer Reading Programs
Folsom, J. S., Reed, D. K., Aloe, A. M., & Schmitz, S. S. (2018) · Learning Disability Quarterly · doi:10.1177/0731948718765207 · Cited by 8 · see citing works
Effects of a Summer Tutoring Program on Reading Achievement in Grades K-5
Strong, J. Z., & Anderson, B. E. (2023) · Reading & Writing Quarterly · doi:10.1080/10573569.2023.2266807 · Cited by 7 · see citing works
“Providing students from underserved populations with intensive, evidence-based interventions during the summer has shown to positively counter-act the summer slide in reading achievement (Cooper et al., 1996; Kim & Quinn, 2013).”
Influential
The Influence of Culturally Responsive Literacy Practices on Students’ Literacy Motivation
Anderson, A., Sodani, D. G., Dennis, T., Smith, M., & Belson, S. I. (2025) · SAGE Open · doi:10.1177/21582440251326378 · Cited by 13 · see citing works
“This persistent problem (see review by Kim & Quinn, 2013) has been exacerbated by COVID-19 due to interrupted or absent reading instruction, disproportionally impacting students from historically marginalized communities (Kuhfeld et al., 2022).”
The relation between effortful control and executive function training in preschoolers
Dong, P., Li, W., Hu, Q., Wu, T., Jiang, Y., Jin, H. C., Xu, C., Buschkuehl, M., Jaeggi, S. M., & Zhang, Q. (2023) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2023.105778 · Cited by 8 · see citing works
Extended Learning through After-School Programs: Supporting Disadvantaged Students and Promoting Social Sustainability
Grigoroiu, M. C., Tescașiu, B., Constantin, C., Țurcanu, C., & Tecău, A. S. (2024) · Sustainability · doi:10.3390/su16177828 · Cited by 7 · see citing works
Comprehensive Support and Student Success: Can Out of School Time Make a Difference?
Komisarow, S. (2021) · Education Finance and Policy · doi:10.1162/edfp_a_00366 · Cited by 7 · see citing works
Exploring the Effect of a Scaffolding Design on Students’ Argument Critique Skills
Yi, S., Chao, S., & Attali, Y. (2020) · Informal Logic · doi:10.22329/il.v40i4.6034 · Cited by 7 · see citing works
Do family learning phonics courses improve parents' reading‐related skills and ability to support their children's reading?
Hulme, R. C., Webber, C., Fox, A. C., Ricketts, J., Forum, N. F. L., Shapiro, L. R., & Taylor, J. S. H. (2022) · Journal of Research in Reading · doi:10.1111/1467-9817.12377 · Cited by 7 · see citing works
“…in school (Aram, Korat, & Hassunah-Arafat, 2013; Baharudin & Luster, 1998; Bradley, Caldwell, & Rock, 1988; Li & Tan, 2016; Sammons et al., 2015), particularly with respect to reading activities in the home and children ’ s literacy (Axford et al., 2019; Kim & Quinn, 2013; Yeo et al., 2014).”
Summer Reading Program: A Systematic Literature Review
Dujardin, É., Écalle, J., Gomes, C., & Magnan, A. (2022) · Social Education Research · doi:10.37256/ser.4120231923 · Cited by 7 · see citing works
“Summer learning loss has been documented for more than 40 years (e.g., Bell & Carillo, 2007; Cooper et al., 1996, 2000; Davies et al., 2015; Davies & Aurini, 2013; Kim & Quinn, 2013; Lauer et al., 2006; Meyer et al., 2017; Sobeck, 2017).”
Background
Impact of Library-Based Summer Reading Clubs on Primary-Grade Children’s Literacy Activities and Achievement
Dynia, J. M., Piasta, S. B., Justice, L. M., & Library, C. M. (2015) · The Library Quarterly · doi:10.1086/682733 · Cited by 7 · see citing works
“In a metaanalysis of the effects of summer reading on low-income children, Kim and Quinn (2013) found that children from low-income homes experienced larger effects of summer reading interventions (e.g., participation in summer camp programs with a literacy focus) than children from middle- or…”
Background
An Analysis of the Effects of an Academic Summer Program for Middle School Students, 2012Preprint
Somers, M., & Grossman, J. B. (2017) · SSRN Electronic Journal · doi:10.3886/icpsr36531 · Cited by 7 · see citing works
The impact of after-school programs on K-12 students’ creativity: a meta-analysis
Zhang, Y., Xu, Q., & Zhang, T. (2024) · Asia Pacific Education Review · doi:10.1007/s12564-024-09966-1 · Cited by 6 · see citing works
Promising Practices of Out‐of‐School Time Programs for Low‐Income Adolescents: A Systematic Review
Levine, R. S., & Viano, S. L. (2025) · Journal of Adolescence · doi:10.1002/jad.12506 · Cited by 9 · see citing works
“Similar reviews on the effect of summer programming on mathematics and reading achievement found these programs often had significant, positive benefits that were often more pronounced in low ‐ income areas (Kim and Quinn 2013; Lynch et al. 2022; McCombs et al. 2019).”
An Intensive, School-Based Learning Camp Targeting Academic and Non-Cognitive Skills Evaluated in a Randomized Trial
Hvidman, C., Koch, A. K., Julia Nafziger, B., Nielsen, S. A., & Rosholm, M. (2020) · Labour Economics · doi:10.1016/j.labeco.2024.102535 · Cited by 6 · see citing works
How online learning can engage students and extend the reach of talented teachers: evidence from a pandemic-era national virtual summer program
Schueler, B. E., & West, M. R. (2022) · Journal of Educational Change · doi:10.1007/s10833-022-09464-4 · Cited by 6 · see citing works

The Effects of Summer Reading on Low-Income Children's Literacy Achievement From Kindergarten to Grade 8: A Meta-Analysis of Classroom and Home Interventions
Kim, J. S., & Quinn, D. M. (2013) · Digital Access to Scholarship at Harvard (DASH) (Harvard University) · Cited by 9 · see citing works
Self-citation
Effects of a Summer Reading Intervention on the Reading Performance of Elementary Grade Students from Low-Income Families
Beach, K. D., & Philippakos, Z. A. T. (2020) · Reading & Writing Quarterly · doi:10.1080/10573569.2020.1760154 · Cited by 18 · see citing works
Effects of a Summer Reading Intervention on Reading Skills for Low-Income Black and Hispanic Students in Elementary School
Beach, K. D., McIntyre, E., Philippakos, Z. A. T., Mraz, M. E., Pilonieta, P., & Vintinner, J. P. (2018) · Reading & Writing Quarterly · doi:10.1080/10573569.2018.1446859 · Cited by 25 · see citing works
The efficacy of a voluntary summer book reading intervention for low-income Latino children from language minority families.
Kim, J. S., & Guryan, J. (2010) · Journal of Educational Psychology · doi:10.1037/a0017270 · Cited by 90 · see citing works
Self-citation
Delayed Effects of a Low-Cost and Large-Scale Summer Reading Intervention on Elementary School Children's Reading Comprehension
Kim, J. S., Guryan, J., White, T. G., Quinn, D. M., Capotosto, L., & Kingston, H. C. (2016) · Journal of Research on Educational Effectiveness · doi:10.1080/19345747.2016.1164780 · Cited by 39 · see citing works
Self-citation

Authors: Kim, J. S., & Quinn, D. M.
Affiliations: Harvard University (US)
ORCID: Kim, James S.
Quinn, David M.
Venue: Review of Educational Research
Publisher: American Educational Research Association (AERA)
Published: 2013-09
Volume: 83
Issue: 3
Pages: 386-431
ISSN: 0034-6543 (ISSN-L)
1935-1046
DOI: 10.3102/0034654313483906
OpenAlex: W2119372576
Cited by: 213
References: 106
Citations by year: 2026: 10 · 2025: 18 · 2024: 13 · 2023: 21 · 2022: 24 · 2021: 23 · 2020: 17 · 2019: 14 · 2018: 28 · 2017: 14 · 2016: 10 · 2015: 9 · 2014: 9 · 2013: 3
FWCI: 23.44
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Review of Educational Research (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Social Sciences › Education › Literacy and Educational Practices
Social Sciences › Education › Early Childhood Education and Development
Keywords: summer reading, summer learning loss, low-income children, literacy achievement, reading comprehension, reading intervention

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The Effects of Summer Reading on Low-Income Children’s Literacy Achievement From Kindergarten to Grade 8: A Meta-Analysis of Classroom and Home Interventions

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