The impact of summer tutoring on struggling readers

The summer break, often referred to as the "summer slide," can significantly impact students' academic progress, particularly in reading.  For struggling readers, summer break can lead to a regression in skills acquired during the school year.  Recent research, however, has highlighted the benefits of summer tutoring programs in mitigating this slide and fostering continuous improvement in reading abilities. 

The "summer slide" refers to the decline in academic skills and knowledge over the summer months when students are not in school.  Studies have shown that this effect is especially pronounced in reading and can disproportionately affect struggling readers. 

1. Preventing Skill Regression: Research indicates that summer tutoring can help prevent the loss of reading skills. A study by Allington and McGill-Franzen (2013) found that students who participated in summer reading programs maintained or even improved their reading levels, while those who did not experienced a decline. 

2. Individualized Instruction: Tutoring provides personalized and targeted instruction, addressing the specific needs of struggling readers. According to a meta-analysis by Dietrichson et al. (2017), individualized tutoring is one of the most effective interventions for improving reading outcomes among struggling readers. 

3. Enhanced Engagement and Motivation: Summer tutoring programs often incorporate engaging and interactive activities that can reignite a student's interest in reading. Kim and Quinn (2013) found that programs which included a variety of reading materials and interactive elements were more successful in improving reading comprehension and motivation.

4. Consistent Practice: Regular reading practice during the summer helps reinforce skills learned during the school year. A longitudinal study by Alexander, Entwisle, and Olson (2007) demonstrated that consistent reading practice over the summer months contributed to better reading outcomes in subsequent academic years. 

5. Closing the Achievement Gap: Summer tutoring can help close the achievement gap between struggling readers and their peers. According to research by Cooper et al. (2000), low-income students, who are more likely to experience the summer slide, benefit significantly from structured summer learning programs, which can reduce disparities in academic performance. 

Research has identified several key components of successful summer tutoring programs.  Here are three that stand out:

1. Qualified Instructors: Programs led by trained and experienced educators tend to yield better outcomes. Instructors who are skilled in diagnosing and addressing reading difficulties can provide more effective support (Peurach et al., 2016). 

2. Engaging and Diverse Materials: Access to a variety of reading materials that cater to different interests and reading levels is crucial. Kim (2004) found that students who had access to books of their choice showed greater improvements in reading. 

3. Parental Involvement: Encouraging parental involvement can enhance the effectiveness of summer tutoring. Studies show that when parents are engaged in their children's reading activities, the children are more likely to show improvement (St. Clair et al., 2012). 

The evidence is clear: summer tutoring can have a profound positive impact on struggling readers. By preventing skill regression, providing individualized instruction, and maintaining consistent practice, these programs help ensure that students return to school in the fall ready to succeed. As educators and policymakers seek to address the challenges of the summer slide, investing in effective summer tutoring programs should be a top priority. 

1. Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2007). Lasting consequences of the summer learning gap. American Sociological Review, 72(2), 167-180.

2. Allington, R. L., & McGill-Franzen, A. (2013). Summer reading: Closing the rich/poor reading achievement gap. Teachers College Press.

3. Cooper, H., Nye, B., Charlton, K., Lindsay, J., & Greathouse, S. (2000). The effects of summer vacation on achievement test scores: A narrative and meta-analytic review. Review of Educational Research, 66(3), 227-268.

4. Dietrichson, J., Bøg, M., Filges, T., & Klint Jørgensen, A.-M. (2017). Academic interventions for elementary and middle school students with low socio-economic status: A systematic review and meta-analysis. Review of Educational Research, 87(2), 243-282.

5. Kim, J. S. (2004). Summer reading and the ethnic achievement gap. Journal of Education for Students Placed at Risk, 9(2), 169-188.

6. Kim, J. S., & Quinn, D. M. (2013). 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. Review of Educational Research, 83(3), 386-431.

7. Peurach, D. J., Glazer, J. L., & Winchell Lenhoff, S. (2016). The developmental evaluation of school improvement networks. Educational Policy, 30(4), 606-648.

8. St. Clair, L., Jackson, B., & Zweiback, R. (2012). Six years later: Effect of family involvement training on the language skills of children from migrant families. School Community Journal, 22(1), 9-19.