The DOI matches its Crossref record; 105 of the 106 references it cites were found in a registry or an index.
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
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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“While overall these results were smaller in magnitude to what we would expect based on the meta-analysis by Kim and Quinn (2013), they were consistent with the findings from the multisite RCT of dis-trict-led summer learning programs conducted by the RAND Corporation (Augustine et al., 2016), which…”
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“…to address the bifurcations that researchers and policymakers have largely reinforced: that classrooms and homes are separate spheres for children’s development and distinct settings where summer programs are usually implemented (Cooper et al., 2000; Kim & Quinn, 2013; McCombs et al., 2011).”
BackgroundResultInfluentialDistributional moderation analysis: Unpacking moderation effects in intervention research
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“For years, researchers have pursued the question of how to promote voluntary reading and address the loss of literacy skills during out-of-school time (Kim & Quinn, 2013).”
BackgroundInterventions to Do Real-World Good: Generalization and Persistence
Green, C. S. (2020) · Gothic.net · doi:10.1177/1529100620933847 · Cited by 5
“those to promote reading abilities (Bus & van IJzendoorn, 1999; Kim & Quinn, 2013).”
BackgroundLawrence, O. B., Chang, M., & Lawrence, A. B. (2025) · Education Sciences · doi:10.3390/educsci16010042 · Cited by 4
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“This was an impressive outcome when considering the trend of summer learning loss of stu - dents in low-income families (Cooper et al., 1996 ; Kim & Quinn, 2013 ).”
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“The evaluation literature suggests that summer learning programs not only hold the potential to alleviate summer learning loss but also increase children’s learning overall (Cooper et al., 2000; Kim & Quinn, 2013; Lynch et al., 2023; McCombs et al., 2019; McEachin et al., 2018).”
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“A detailed discussion for improving K–12 education is well beyond the scope of our comment, but substantial investments both during school and over the summer are needed (Coley et al., 2020; Kim & Quinn, 2013; Peters, 2022; Worrell & Dixson, 2022).”
BackgroundA Library in the Palm of Your Hand? a Randomized Field Experiment with Low-Income ChildrenPreprint
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“This is consistent with prior findings that intervention programs tended to produce greater effects for students at a disadvantage, in terms of socioeconomic status and prior performance (Kim and Quinn, 2013; White et al., 2014; Guo et al., 2021).”
BackgroundResultXue, M., & Hogue, B. C. (2026) · Language Learning Journal · doi:10.1080/09571736.2026.2627573 · Cited by 3
“Informal contexts are particularly critical because they help mitigate summer literacy loss, a phenomenon disproportionately affecting multilingual and margina-lised students, exacerbating existing educational inequities (Kim and Quinn 2013).”
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“There have been two metaanalysis studies about the effect of summer programs: Kim and Quinn (2013) found that reading summer interventions were especially effective in increasing achievement for students in poverty; Lauer et al. (2006) showed that students who participated in OST programs achieved…”
BackgroundResultBeach, K. D., & Washburn, E. K. (2023) · Reading & Writing Quarterly · doi:10.1080/10573569.2023.2286968 · Cited by 2
“Fortunately, students, including low-income, Black, and Latinx students, benefit from reading intervention during the summer months (Kim & Quinn, 2013), especially when instructional programming and delivery involve particular elements.”
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“…may come from parallel work on reading vulnerability associated with lower SES, rather than RD. Broadly, students who participate in summer programming that is home-or school-based have shown reading bene fi t, with advantages being especially positive for lower SES students (Kim & Quinn, 2013).”
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“As a direct consequence of summer learning loss, numerous programs administer summer interventions to try to stem the slide (Cooper et al., 2000; Kim & Quinn, 2013).”
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“Yet, a meta-analysis of intervention studies found inconsistent results, with some positive effects favoring participants over peers not in the summer programs, some null effects, and some negative effects favoring the control groups (Kim and Quinn 2013).”
Habók, A., Magyar, A., & Molnár, G. (2026) · European Journal of Psychology of Education · doi:10.1007/s10212-026-01078-1 · Cited by 1
“Reading words relies primarily on receptive skills, whereas spelling requires productive skills, simultaneously involving phonological, orthographic, morphological, and semantic knowledge (Ehri, 2000; Kim & Petscher, 2023; Kim & Quinn, 2013).”
Borman, G. D., & Yang, H. (2026) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.2521416123 · Cited by 2
“A recent meta - analysis identified five randomized studies published between 2006 and 2010, with mixed effects on reading outcomes ( d = –0.143 to 0.185) (18).”
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Book matters: The effect of Cocky’s Reading Express on student performance
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Development and Test of a Summer Family Involvement Questionnaire
Nathans, L., & Guha, S. (2025) · Social Sciences · doi:10.3390/socsci14040249 · Cited by 1
“Most parents were committed to supporting their children’s summer reading, as reported in previous research (Kim and Quinn 2013; Kim and White 2008).”
A Summer Reading Enrichment Experience: One District's Effort to Prevent Summer Reading Loss
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“In many contexts, socioeconomic status (SES) is a major predictor of educational achievement (e.g. Björklund & Salvanes, 2011; Currie, 2009; Kim & Quinn, 2013; Sirin, 2005; White, 1982).”
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“High-impact tutoring programs (Nickow et al., 2024), summer learning programs (Kim & Quinn, 2013; Lynch et al., 2023; McCombs et al., 2014), and double-dose math courses (Nomi & Allensworth, 2013) all have strong pre-pandemic evidence improving student achievement.”
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“Researchers can measure the impact of such interventions on youth’s test scores (Kim & Quinn, 2013) and identify key features of the interventions that make the greatest impact, such as getting students to attend consistently, getting parents involved, and learning in small classes (Allington &…”
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“In a meta-analysis of 41 classroom-based and home-based summer reading interventions, Kim and Quinn (2013) found a statistically significant grand mean effect size of .10, with somewhat larger effects for specific reading outcomes, particularly among low income children.”
BackgroundResultHiggins, S. (2018) · Cambridge University Press eBooks · doi:10.1017/9781139519618.011
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Higgins, S. (2018) · Cambridge University Press eBooks · doi:10.1017/9781139519618.012
Higgins, S. (2018) · Cambridge University Press eBooks · doi:10.1017/9781139519618.013
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“Increased book reading has been shown to be associated with improvements in reading comprehension (Kim et al., 2016; Kim & Quinn, 2013).”
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Metadata
- Authors
- Kim, J. S., & Quinn, D. M.
- Affiliations
- Harvard University (US)
- Venue
- Review of Educational Research
- Published
- 2013-09
- Volume
- 83
- Issue
- 3
- Pages
- 386-431
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- 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
- 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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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