0310ce.emscd1

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= &= nbsp; =20 = &= nbsp; &n= bsp; =20 = &= nbsp; &n= bsp; =20 = &= nbsp;=20	THE STATE = EDUCATION=20 DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY = 12234=20

	TO:	Members of the Cultural Education Committee Members of the EMSC = Committee
	FROM:	Jeffrey Cannell and John B. King

	SUBJECT:	The = Importance of=20 Summer Reading
	DATE:	February 18, 2010

	AUTHORIZATION(S):

SUMMARY

Issue for Discussion

Research findings on = the=20 importance of summer reading and learning and possible dissemination = strategies.=20

Reason(s) for Consideration

For information.

Proposed Handling

The Cultural Education Committee and the = Elementary,=20 Middle, Secondary and Continuing Education Committee will review a draft = =93white=20 paper=94, The Importance of Summer Reading: Research Findings on Summer = Reading=20 and Learning.=94 State Librarian Bernard A. Margolis will = summarize=20 research highlights demonstrating the critical importance of summer = reading to=20 student success and outline proposed preliminary plans for disseminating = the=20 research summary to the education community. Mr. Margolis will = also share=20 highlights of new ways that the State Library is working collaboratively = with=20 numerous partners to extend the reach and impact of the Summer Reading = at New=20 York Libraries program for 2010 and beyond.

Procedural History

Research studies show that library summer reading programs raise = student=20 achievement levels and help prevent learning losses during the summer = vacation.=20 The Regents asked the State Library to prepare a summary of the research = studies=20 and develop plans to share this information with the education community = in New=20 York State.

Background Information

Supported by Federal Library Services and Technology Act funds = awarded to=20 the New York State Library by the Federal Institute of Museum and = Library=20 Services, Summer Reading at New York Libraries provides exciting summer = reading=20 and literacy opportunities for 1.5 million children, teens and family = members at=20 New York=92s 1,100 public libraries and branches across the state.

This successful and highly visible program = brings=20 children and families into local public libraries for reading and = literacy=20 activities during the summer months. Library programs are offered = free of=20 charge to children, teens, and families statewide. The goal of = reaching=20 1.5 million children by 2010 was reached two years early, when, in 2008 = over 1.5=20 million of New York's children and teens participated in the program. =

The State Library provides leadership for and partners with the 23 = public=20 library systems on program implementation, offering high-quality = educational=20 materials, support through the http://www.summerreadingnys.org= /=20 website, small mini-grants to library systems for local programming and = more.=20 Local libraries, in partnership with schools and community = organizations,=20 tailor the statewide program to local needs. New for 2010 is State = Library=20 support for a web-based product that children and families can use in = the=20 library or from home to register for and participate in summer reading=20 activities.

Recommendation

&n= bsp; =20 Staff seeks Regents advice on and support for dissemination of the = research=20 findings to the education community in order to promote participation in = summer=20 reading, helping to improve student performance and literacy in New York = State.

Timetable for Implementation

&n= bsp; =20 Dissemination of research findings is tentatively planned for = Spring/Summer=20 2010.

Attachment

3DDRAFT=20 DRAFT Summer Reading White Paper

2/9/2010

The Importance of Summer = Reading:

Research Findings on Summer = Reading and=20 Learning

In a 2009 government web cast, Secretary of Education Arne Duncan = described=20 summer learning loss as =93devastating.=94 This is what = researchers have often=20 referred to as the =93summer slide.=94 It is estimated that school = summer=20 breaks will cause the average student to lose up to one month of = instruction,=20 with disadvantaged students being disproportionately affected (Cooper,=20 1996). Researchers conclude that two-thirds of the 9th grade = reading=20 achievement gap can be explained by unequal access to summer learning=20 opportunities during the elementary school years, with nearly one-third = of the=20 gap present when children begin school (Alexander, Entwistle & = Olsen,=20 2007). The body of existing research demonstrates the critical = importance=20 that the early development of summer reading habits can play in = providing the=20 foundation for later success. Summer learning research can be = broadly=20 categorized under the following themes:

The impact of summer learning loss on disadvantaged youth
Access to books and time devoted to reading
The importance of successful reading experiences
The impact of innovative summer reading programs

This synopsis of research on summer = reading and=20 learning provides a brief overview of these themes. An annotated=20 bibliography is attached.

The = Impact of Summer=20 Learning Loss on

Disadvantaged=20 Youth

&n= bsp; =20 An in-depth study of Baltimore area students, Alexander et al. (2007), = concluded=20 that students from both better-off and disadvantaged backgrounds made = similar=20 achievement gains during the school year. However, during the summer the = disadvantaged youth fell significantly behind in reading. This = finding=20 validates the importance of education but also indicates the disparities = evident=20 between students from different socioeconomic backgrounds. Dr. = Beth Miller=20 (2007) posits, =93Other factors, nearly all of them related to the = opportunities=20 and experiences children have outside of the school, in the community = and their=20 families, result in gaps in achievement scores.=94 Preeminent reading = and=20 education researchers, Anne E. Cunningham and Keith E. Stanovich (1998), = note=20 the =93Matthew effects,=94 in academic achievement; a reference to the = Biblical=20 passage of the rich-get-richer and the poor-get-poorer phenomenon. = Differences in out-of-school access to books, positive reading = practices, and=20 connections with institutions supportive of self-discovery and reading, = account=20 for much of the disparity in student academic success. This has a=20 cascading effect as children grow and develop. =

Access = to Books

According to Mc-Gill = Franzen and=20 Allington (2004), =93Too many children spend their summer with no books = to=20 read.=94 Their research cites the necessity of finding novel ways = to get=20 books into the hands of children during summer breaks. This idea = is=20 supported by research from Barbara Heyn (1978), who found that reading = was the=20 most influential factor related to summer learning. Further = studies by=20 Krashen (2004) simply state, =93More access to books results in more=20 reading.=94 These and other studies find that when schools close = their=20 doors, the opportunity to read is often closed with them, especially for = those=20 children without access to books. McQuillan (1998) found that, = =93There is=20 now considerable evidence that the amount and quality of student=92s = access to=20 reading materials is substantively related to the amount of reading they = engage=20 in, which in turn is the most important determinant of reading=20 achievement.=94 The studies show that students=92 who read more, = read better;=20 they also write better, spell better, have larger vocabularies, and have = better=20 control of complex grammatical constructions (Krashen, 2009).

The = Importance of=20 Successful Reading Experiences

&n= bsp; =20 In their studies of children=92s reading development, = McGill-Franzen and=20 Allington (2003), cite the importance of extensive, successful reading=20 experiences in the development of reading proficiency. If children = have=20 the opportunity to listen to, discuss, and read books on topics that = they=20 select, they will develop extensive background information which can = serve as a=20 platform from which to engage in their own independent reading. = Additional=20 studies by Guthrie and Anderson (1999), found that =93A history of = less-successful=20 reading experiences produces a lessened interest in voluntary reading = than a=20 history of successful reading experiences.=94 According to = Cunningham and=20 Stanovich (1998), the key predictors of positive reading development are = success=20 when learning to read and numerous opportunities and experiences with=20 reading. Children who enjoy reading will read more and become = proficient=20 at the same time. A report from the National Institute of = Education (1988)=20 concluded that, =93=85the amount of reading done out of school is = consistently=20 related to gains in reading achievement.=94

The = Impact of=20 Innovative Summer Reading Programs

&n= bsp; =20 Public library summer reading programs are one solution to the =93summer = slide.=94 In an analysis of summer learning programs = by Miller=20 (2007), it was found that children can benefit from =93hybrid=94 = programs which=20 combine elements of youth development principles with academic = enrichment. =20 Summer reading programs in libraries exemplify this kind of hybrid=20 program. Barbara Heyn (1978) found that =93More than any other = public=20 institution, including the schools, the public library contributed to = the=20 intellectual growth of children during the summer.=94 Drs. Celano = and=20 Neumann (2001), in a study prepared for the Pennsylvania Library = Association,=20 monitored differences between children participating in public library = summer=20 reading programs and those involved in local recreational summer = programs. =20 They concluded that, in addition to literacy related activities, = children in=20 library programs benefited academically from story hours, arts and = crafts, and=20 other special events designed to enhance the reading experience.

&n= bsp; =20 Current research points out that increased summer reading reduces summer = learning loss. Secretary of Education, Arne Duncan, has stated = =93A key step=20 toward stopping the summer slide, is the development and launch of high = quality=20 programs that take advantage of time outside the school day and year to = help=20 children learn, grow, and develop=94 (Elling, 2009).

Summer = Reading at=20 New York Libraries

&n= bsp; =20 Summer Reading at New York Libraries is an annual program that brings = children=20 and families into local public libraries for reading and = activities. Over=20 1.5 million of New York=92s children and teens participated in the State = Library-sponsored program in 2008 and 2009. Some 1,100 local = libraries=20 throughout New York State offer a summer reading program geared towards = the=20 needs of children in their communities. Public libraries partner = with=20 school and local organizations to help promote and create the = program. =20 Children are encouraged to discuss, write about, and report on the books = they=20 read. Library staff help children select reading materials and provide=20 literacy-enhancing programs such as storytelling, music, creative arts, = and=20 performances.

=93=85we should provide = all children,=20 regardless of their achievement levels, with as many reading experiences = as=20 possible. Indeed, this becomes doubly imperative for precisely those = children=20 whose verbal abilities are most in need of bolstering, for it is the = very act of=20 reading that can build these capabilities=85we often despair of changing = our=20 students=92 abilities, but there is one partially malleable habit that = will itself=20 develop abilities =96 reading!=94

&n= bsp; &nb= sp; &nbs= p; =20 -Anne E. Cunningham and Keith E. Stanovich (1998)

Bibliography

Alexander, K., Entwistle D., & Olsen L (2007). "Lasting = Consequences of=20 the Summer Learning Gap." American Sociological Review. no. 72, = 167-180.

Researchers from John Hopkins University used data from the Baltimore = Beginning School Study to examine the long-term educational consequences = of=20 summer learning differences by family socio-economic level. The = authors=20 examine achievement scores to trace their development from 9th grade = back to=20 first grade. The study concluded that the achievement gap between = high-low=20 socioeconomic statuses is mainly traced to differential summer learning = over the=20 elementary school years. The consequence of this achievement gap=20 substantially accounts for major differences in high school completion = and four=20 year college attendance.

Anderson, R. C., Hiebert E. H., Scott J. A., & Wilkinson I. = A. G.=20 (1985). Becoming a Nation of Readers: The Report of the Commission on = Reading.=20 Washington D.C.: US Department of Education, National Institute on=20 Education.

A report written for the US Department of Education examines = independent=20 reading. Researchers found that the amount of reading done outside = of=20 school was consistently related to gains in reading achievement. = Children=20 will engage in more independent reading when they have greater access to = books. The study concluded that libraries play a crucial role for = families=20 that cannot afford to buy books.

Anderson, R. C., Wilson P. T., & Fielding L. G. (1988). "Growth = in=20 Reading and How Children Spend Their Time Outside of School." Reading = Research=20 Quarterly. no. 23, 285-303.

A study of 155 fifth grade students demonstrated that the amount of = time=20 children spent in independent reading was the best predictor of the = amount of=20 gain in reading achievement.

Borman, G. D., & Boulay, M. (Ed.). (2004). Summer Learning: = Research,=20 Policies, and Programs. Mahweh, New Jersey: Lawrence Erlbaum = Associates.

An anthology of the most current research-based evidence concerning = summer=20 learning and a range of summer school programs.

Celano, D., & Neuman S. B. (2001, February). The Role of Public = Libraries=20 in Children's Literacy Development: An Evaluation Report. Harrisburg:=20 Pennsylvania Library Association.

Groups of children from the Philadelphia area were monitored for = achievement=20 differences between those enrolled in a public library summer reading = program=20 and those in a local recreation program. The study demonstrated a = positive=20 correlation in reading scores for those children who attended the = library summer=20 reading program. In additional findings it was reported that children in = the=20 library program spent more time with books, benefited from literacy = related=20 activities, and had increased parental involvement with=20 reading.

Cooper, H., Nye B., Linsey J., et al. = (1996). "The=20 Effects of Summer Vacation on Achievement Test Scores: A Narrative and=20 Meta-Analytic Review." Review of Educational Research, no. 66, = 227-268.

Researchers from the University of = Missouri=20 performed a meta-analysis of 39 existing research studies that measured = summer=20 learning and school achievement. The study found that most = students lost=20 an average of one month of school learning over summer vacation. Some = students,=20 particularly those from disadvantaged households, lost up to three = months of=20 learning. Summer learning loss was greatest in math computation, = reading,=20 and spelling.

Cunningham, A. E., = &=20 Stanovich K. E. (1998). "What Reading Does for the Mind." American=20 Educator/American Federation of Teachers. Spring/Summer, 1-8.

The authors study the = so-called=20 =93Matthew effects=94 in relation to the phenomena in which reader = exposure to print=20 can create a rich-get-richer, poor-get-poorer pattern of reading=20 development. They conclude that successful early reading = experiences can=20 have a cascading effect on the mind that can benefit readers regardless = of=20 innate ability. The study also found that an increased volume of = reading=20 was an important factor in building language and vocabulary skills.

Cunningham, J.W. = (2001). =93Report=20 of the National Reading Panel: teaching children to read: An = evidence-based=20 assessment of the scientific research literature on reading and its = implications=20 for reading instruction.=94 Reading Research Quarterly, 36(3), = 326=96335.

An important finding of this review of = hundreds of=20 related studies revealed that "the more children read, the better their = fluency,=20 vocabulary, and comprehension."

Ed.gov, Pressroom (2009, June). Retrieved August 21, 2009, from = Ed.gov=20 website: h= ttp://www.ed.gov/news/av/video/2009/06/interview.html?exp=3D6=20

The United States Education Department posted an interview with the = Secretary=20 of Education, Arne Duncan, in which he addresses the need for more time = to=20 properly educate students. Duncan stresses that summer learning = loss is a=20 giant step backward for disadvantaged children.

Elling, D. M. (2009, July) "Department of Ed encourages summer = learning=20 programs." Retrieved August 21, 2009, from Mott News website: http://www= .mott.org/news/news/2009/summerwebinar.aspx.=20

The Mott Educational Foundation summarizes the Department of = Education=92s=20 focus on the development and launch of high quality summer programs that = take=20 advantage of time outside of school to help children learn, grow, and=20 develop..

Heyns, B. (1978). Summer Learning and the Effects of Schooling. New = York:=20 Academic Press Inc.

In her foundational study, Heyn published a book length survey of 6th = and 7th=20 grade students from Atlanta who were studied over a period of two = years. =20 The work concluded that students from different socioeconomic = backgrounds=20 achieved similar rates of academic progress during the school = year. =20 However, when the summer break was studied it was determined that = students from=20 the lower socioeconomic strata fell behind academically at a faster rate = than=20 their more advantaged peers. The book concluded that factors = outside of=20 the school environment were affecting academic achievement. The = book also=20 studied public libraries and found them to be an important source for = children=92s=20 reading during the summer break.

Krashen, S., (2009). Anything but Reading. Knowledge Quest, 37 (No. = 5),=20 19-25.

Krashen, S. (2004) The Power of Reading: Insights from the Research, = 2nd=20 edition. Portsmouth, NH: Heinemann.

Stephen Krashen, a linguist and leading researcher in voluntary = reading,=20 suggests that an often overlooked method to improve reading is providing = readers=20 with a supply of interesting and accessible books. Research = demonstrates=20 that self-selected voluntary reading leads to the greatest gains in = reading=20 achievement and other aspects of literacy. Krashen also suggests that = libraries=20 can alleviate some of the literacy problems created by impoverished = family=20 conditions.

Krashen, S., & Shin F. (2004). Summer Reading and the Potential=20 Contribution of the Public Library in Improving Reading for Children of = Poverty.=20 Public Library Quarterly, 23 (3/4), 99-109.

Research shows that there is very little difference in reading gains = between=20 children from high and low-income families during the school year. = Over=20 the summer, children from high-income families make better progress in = reading=20 and the difference is cumulative over time. Children from = disadvantaged=20 backgrounds benefit from increased access to books and attendance at = public=20 library programs.

McGill-Franzen, A., & Allington R. (2003 May/June) "Bridging the = Summer=20 Reading Gap." Instructor, 112 no. 8. Retrieved August 21, 2009, from = Wilson=20 Web: =20 http://vnweb.hwwilsonweb.com/hww/results/results_single.jhtml;hwwilsonid=3D= PD4V12BFA5CXDQA3DIKSFF4ADUNGIIV0=20

Educational researchers from the University of Florida show that = educators=20 and parents can help their children avoid summer learning loss. = The=20 authors cite research suggesting that children who read as few as six = books over=20 the summer break can maintain their reading skills at a level achieved = in the=20 preceding school year. The article also notes that public = libraries in the=20 poorest neighborhoods often suffer from shorter hours and restrictive = lending=20 policies.

McGill-Franzen, A., & Allington R. (2004) "Lost Summers: Few = Books and=20 Few Opportunities to Read." Retrieved August 21, 2009, from Reading = Rockets: http://www.readingroc= kets.org/articles/394

The article reviews the problems associated with children who fall = behind in=20 reading skills due to lack of access to books over the summer = vacation. =20 The authors provide an overview of existing research and conclude that = reading=20 over the summer is a strong experience that contributes to learning=20 retention.

McLaughlin, B., & Smink J. (2009, June) "Summer Learning: Moving = from the=20 Periphery to the Core." The Progress of Education Reform, no. 3, = Retrieved=20 August 20, 2009, from Summer Learning.org. http://www.summerlearning.org/m= edia/researchandpublications/2009/ECSMovingfromPeripheryBrief.June2009.pd= f=20

A publication from the Education Commission of the States stresses = that=20 summer learning has become a centerpiece in educational reform = strategies. =20 The authors suggest the need for a blended approach to summer programs = that=20 address the academic and creative needs of children.

McQuillan, J. (1998). The Literary Crisis: False Claims, Real = Solutions.=20 Portsmouth, NH: Heinemann. In J. T. Guthrie & E. Anderson = (Eds.)=20 Engaged reading: Processes, practices, and policy implications (pp. = 17-45). New=20 York: Teachers College.

The author studies the recent history of = literacy=20 achievement among children in the United States and seeks to debunk = common myths=20 and misunderstandings about reading. McQuillan suggests that = exposure to=20 comprehensible, interesting reading material is the simplest and best = way to=20 improve reading achievement.

Miller, B. M. = (2007) "The=20 Learning Season: The Untapped Power of Summer to Advance Student = Achievement."=20 Nellie Mae Education Foundation, 1-70.

Dr. Beth Miller, = sponsored by the=20 Nellie Mae Foundation, provides an in- depth overview of the existing=20 educational research on summer learning. Summer learning loss is = described=20 as the major factor in explaining the achievement gap between = middle-class and=20 disadvantaged students by the end of elementary school. The study=20 advocates for increased summer opportunities for children and makes = suggestions=20 for further research.

Stanovich, K. E. (2000). Progress in = Understanding=20 Reading: Scientific Foundations and New Frontiers. New York: The = Guilford=20 Press.

Stanovich synthesizes his own and others=92 research = on reading=20 acquisition and literacy development. The author is widely = recognized as a=20 premiere, often- cited educational researcher.

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Members of the Cultural Education Committee

Jeffrey Cannell and John B. King