Evidence Summary
Public
Library Summer Reading Programs Contribute to Reading Progress and Proficiency
A Review of:
Roman, S., & Fiore, C.
(2010). Do public library summer reading programs close the achievement gap? Children and Libraries, (Winter), 27-31.
Reviewed by:
Gayle Bogel
Assistant Professor, Educational
Technology/School Library Media
Graduate School of Education and Allied Professions
Fairfield University
Fairfield, Connecticut, United States
of America
Email: gbogel@fairfield.edu
Received: 28
Nov. 2011 Accepted:
28 Jan. 2012
2012 Bogel.
This is an Open Access article distributed under the terms of the Creative
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Abstract
Objectives – To explore summer reading partnerships between public libraries
and school libraries, and the impact on student achievement in reading.
Design – The design is mixed methods: tests,
interviews and surveys.
Setting – Eleven US sites involving school and public
library partners.
Subjects – A total of 357 elementary school students
entering fourth grade that met specific criteria. Parents, teachers, school
librarians and public librarians were also included.
Methods – This
study occurred over a three year period from 2006-2009. It was developed as a
partnership between Dominican University, the Colorado State Library Agency and
the Texas Library and Archives Commission. Additionally, the Center for Summer
Learning at Johns Hopkins University was contracted to conduct the research. It
was designed to explore the research question central to a 1978 study by Barbara
Heyns.
An advisory committee,
with representatives from each partner agency, developed evaluation questions
and established the objective selection criteria for participants in the study.
The criteria included: at least 50% of students qualifying for free and reduced
price meals; at least 85 percent of school population would take the reading
proficiency test in English; public library summer reading programs with a
minimum of six weeks of programming; a history of collaboration between the
paired school and public library applicants; both school and public library
would sign a partnership agreement and participate in conference calls.
In spring of 2008,
students at participating sites were given a pre-test using the Scholastic
Reading Inventory, and also provided with special summer reading logs developed
for the study, to be used during their subsequent participation in the public
library summer reading programs.
In fall of 2008, the
same children were tested on the Scholastic Reading Inventory. In addition,
surveys of students, parents, teachers and library staff were administered, as
well as a structured interview of library staff.
Main Results – The
students who participated in the public library summer reading program did not
experience summer loss in reading as measured by the post test administered in
their schools.
The researchers note
patterns in the demographics of students who chose to participate
(participation was self-selected and voluntary): predominantly Caucasian girls
above poverty level, who generally scored well on reading tests. Those who
participated in the study also used libraries, had more books in their homes,
and parents who used libraries and provided literacy activities at home.
Teachers found that
students who participated in the program started the school year ready to
learn, had improved reading achievement and displayed stronger motivation,
enjoyment and confidence in reading. Parents of students who participated in
the program also strongly agreed that their children where better prepared to
begin the school year.
Conclusion – The results from this study confirmed
findings from an earlier study (Heyns, 1978) and subsequent related research
that summer reading programs in public libraries can contribute to maintaining
reading progress and proficiency, and that the recreational reading that is
available to all students regardless of socioeconomic status through the public
library can make a difference in reading scores.
In this article the
researchers presented results and conclusions based on selected subsets of the
results in the full study. The participants were self-reported and no control
group was established.
The researchers also use the results of the
study as a starting point to provide a call to action that highlights the value
of public library summer reading programs, and the need for the education
community to invest in partnerships with public libraries, particularly in
communities that serve children and families in low-economic or depressed
areas. They also note the need to include parents and grandparents in outreach
efforts.
Commentary
While there is significant research to support
the value of public libraries in teaching children to read – not as
instructional supports, but to provide the vitally important recreational
reading that helps children develop as engaged readers – the education
community has been slow to focus on the value of partnerships between school
and public libraries. Public libraries provide support for independent reading
that builds on the instructional role of the school and classroom teachers, and
augments the school library collections, particularly during the summer months.
The authors’ methodology was designed to
measure the effect of summer reading programs on at-risk students, but, by the
description of the participants and actual data collected, it is not clear
whether they were able to achieve this goal since it appears that the majority
of actual participants were not at-risk students. The authors did, however,
translate the entirety of the research to a call for action that encompasses the
potential value of collaborative efforts between agencies and is applicability
across several states.
Previous research has consistently shown that
pleasurable reading builds fluency and confidence, and children who enjoy
reading a wide variety of materials are likely to have higher scores on reading
achievement tests (Krashen, 2004). Particularly for disadvantaged children, the
availability of public library reading materials and the support of summer
reading programs may help combat the long-term educational consequences (lower
achievement in all areas) that result from cumulative effects of summer
learning loss. The value of public libraries summer reading programs has been
well documented (Allington, et.al, 2010; Gordon, 2008; Gordon & Lu, 2008)
and this study supports the view that partnerships between schools and public
libraries can provide significant support for children from all socioeconomic
groups in establishing and maintaining consistent progress in learning to read.
The final section, the call to action,
outlines specific strategies that can be implemented in daily practice to
capitalize on the findings of this study.
References
Allington, R. L., McGill-Frazen A., Camilli G.,
Williams L., Graff J., Zeig J., Zmach C., & Nowak R. (2010).
Addressing summer reading setback among economically disadvantaged elementary
students. Reading Psychology, 31(5),
411-427.
Alexander, K., Entwistle D., & Olsen L. (2007).
Lasting consequences of the summer learning gap. American Sociological Review, 72, 167-180.
Gordon, C. (2008). A
never-ending story: Action research meets summer reading. Knowledge Quest, 37(2) 34-41.
Gordon, C., & Lu, Y.L.
(2008) I hate to read, or do I? Low achievers and their reading. School Library Media Research, 11.
Retrieved 13 Feb. 2012 from
http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/
volume11/gordon_lu.cfm
Heyns, B. (1978). Summer learning and the effects
of schooling. New York: Academic Press.
Krashen, S. (2004) The
power of reading: Insights from the research. Portsmouth, NH: Heinemann.