Summer Reading
Program and Evidence
Published on 25. April 2007
Book
Paperback/Softback
113 pages
978-0-205-50489-3 (ISBN)
Description
Get kids hooked on books!
"Summer Reading is a timely look at the power of reading in the development of student literacy. It delivers a potent message to administrators, classroom teachers, reading specialists, and librarians to design summer reading programs based on a balanced view of reading instruction."
-Sheila Bostrom, Brush Schools, Colorado
Inspired by school-established summer reading camps designed to help struggling readers, Dr. Fay Shin and Dr. Stephen Krashen have built a research-based plan to guide schools in replicating this successful strategy. Written in a friendly style by two top scholars in literacy and ESL, Summer Reading: Program and Evidence provides a framework rooted in scientific data supporting how these programs succeed. By including standardized test scores as well as personal reflections from teachers and students on building effective summer reading camps, the authors motivate teachers to help students excel beyond the traditional classroom, promoting success from one year to the next.
Why Summer Reading Matters
Helps children become confident and competent readers.
Encourages students to read books they enjoy and can access.
Fosters teacher-student relationships and promotes students' motivation to engage with reading.
"Summer Reading is a timely look at the power of reading in the development of student literacy. It delivers a potent message to administrators, classroom teachers, reading specialists, and librarians to design summer reading programs based on a balanced view of reading instruction."
-Sheila Bostrom, Brush Schools, Colorado
Inspired by school-established summer reading camps designed to help struggling readers, Dr. Fay Shin and Dr. Stephen Krashen have built a research-based plan to guide schools in replicating this successful strategy. Written in a friendly style by two top scholars in literacy and ESL, Summer Reading: Program and Evidence provides a framework rooted in scientific data supporting how these programs succeed. By including standardized test scores as well as personal reflections from teachers and students on building effective summer reading camps, the authors motivate teachers to help students excel beyond the traditional classroom, promoting success from one year to the next.
Why Summer Reading Matters
Helps children become confident and competent readers.
Encourages students to read books they enjoy and can access.
Fosters teacher-student relationships and promotes students' motivation to engage with reading.
More details
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 229 mm
Width: 152 mm
Weight
177 gr
ISBN-13
978-0-205-50489-3 (9780205504893)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Stephen Krashen is Emeritus Professor of Education at the University of Southern California. He is best known for developing
the first comprehensive theory of second language acquisition, introducing the concept of sheltered subject matter teaching, and as the co-inventor of the Natural Approach. Stephen has also contributed to theory and application in the area of bilingual education, and has done important work in the area of reading. He holds a PhD in Linguistics from UCLA, was the 1977 Incline Bench Press champion of Venice Beach and holds a black belt in Tae Kwon Do. His recent papers can be found at
http://www.sdkrashen.com.
Fay Shin is a Professor in the Department of Teacher Education at California State University, Long Beach. She received her Ph.D. in Education and Masters degree in Teaching E.S.L. from the University of Southern California. She completed her undergraduate work at UCLA where she received a B.A. in Psychology. Dr. Shin is a former elementary and middle public school teacher and is currently a consultant to school districts and conducts workshops across the nation and internationally. Her research and publications have focused on English language development, literacy and bilingual education. Her most recent work includes developingJourneys- ELD/ELA in the Content Area: Science for Rosen Books & Classroom Materials. This program integrates English Language Development strategies with science content standards and is currently being used in school districts in the United States.
the first comprehensive theory of second language acquisition, introducing the concept of sheltered subject matter teaching, and as the co-inventor of the Natural Approach. Stephen has also contributed to theory and application in the area of bilingual education, and has done important work in the area of reading. He holds a PhD in Linguistics from UCLA, was the 1977 Incline Bench Press champion of Venice Beach and holds a black belt in Tae Kwon Do. His recent papers can be found at
http://www.sdkrashen.com.
Fay Shin is a Professor in the Department of Teacher Education at California State University, Long Beach. She received her Ph.D. in Education and Masters degree in Teaching E.S.L. from the University of Southern California. She completed her undergraduate work at UCLA where she received a B.A. in Psychology. Dr. Shin is a former elementary and middle public school teacher and is currently a consultant to school districts and conducts workshops across the nation and internationally. Her research and publications have focused on English language development, literacy and bilingual education. Her most recent work includes developingJourneys- ELD/ELA in the Content Area: Science for Rosen Books & Classroom Materials. This program integrates English Language Development strategies with science content standards and is currently being used in school districts in the United States.
Content
CHAPTER ONE: What happens over the summer?
A Startling Finding
Barbara Heyn's study
The cumulative effect
What causes the difference over the summer? READING
Other Research on Reading
Hooked on Books
Warwick Elley: The Fiji Island Study
Beniko Mason: Osaka, Japan
Why Some Children Read More: Access to Books
Poor children have very little access to books
The Watts/Beverly Hills study
Neuman and Celano
Di Loreto and Tse: Santa Fe Springs
More Access to Books Results in More Reading
Better libraries means better reading!
Access to books during the summer
Putting It All Together
CHAPTER TWO: Goosebumps Summer
Some Predictions
The Students
The Teachers
The Program
Library time
What they read
Time for recreational reading
Conferencing
Literature based instruction
Project qctivities
Read-qlouds
Book-sharing
The Comparison Group
The Tests
The Testing Results: Some Preliminaries
The pretest results
The post-test results
What the Tachers Said
The conferences
Students' Reactions: Interviews
Students' Reactions: Written
Book Circulation
The Spill-Over
Interviews with the "Top Readers"
A Quick Summary
CHAPTER THREE: What we learned
Tanesha
A Book a Day
When Does Encouragement Work?
Returning to Library Latch-Key Children
Lowering our Standards
Joining the Literacy Club
One More Summer Reading Study
Some Final Observations
A limitation
More than summertime
Appendix: Individual Conferences and Reading Logs
Appendix: Checklist for a Successful Independent Reading Program
A Startling Finding
Barbara Heyn's study
The cumulative effect
What causes the difference over the summer? READING
Other Research on Reading
Hooked on Books
Warwick Elley: The Fiji Island Study
Beniko Mason: Osaka, Japan
Why Some Children Read More: Access to Books
Poor children have very little access to books
The Watts/Beverly Hills study
Neuman and Celano
Di Loreto and Tse: Santa Fe Springs
More Access to Books Results in More Reading
Better libraries means better reading!
Access to books during the summer
Putting It All Together
CHAPTER TWO: Goosebumps Summer
Some Predictions
The Students
The Teachers
The Program
Library time
What they read
Time for recreational reading
Conferencing
Literature based instruction
Project qctivities
Read-qlouds
Book-sharing
The Comparison Group
The Tests
The Testing Results: Some Preliminaries
The pretest results
The post-test results
What the Tachers Said
The conferences
Students' Reactions: Interviews
Students' Reactions: Written
Book Circulation
The Spill-Over
Interviews with the "Top Readers"
A Quick Summary
CHAPTER THREE: What we learned
Tanesha
A Book a Day
When Does Encouragement Work?
Returning to Library Latch-Key Children
Lowering our Standards
Joining the Literacy Club
One More Summer Reading Study
Some Final Observations
A limitation
More than summertime
Appendix: Individual Conferences and Reading Logs
Appendix: Checklist for a Successful Independent Reading Program