Solving the Problem of Summer Reading Loss

Kim, James S.; White, Thomas G.

doi:10.1177/003172171109200714

Cited by 6 publications

(5 citation statements)

References 12 publications

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“…Research shows, for example, that marginally expanding in‐school time without improving how that time is used does not improve learning. At the same time, some high‐intensity summer programs have generated academic gains in high‐poverty areas, and some low‐cost reading programs have reduced summer reading loss (Allington et al, ; Jacob & Lefgren, , Kim & White, ). Clearly, much more experimentation and research would be useful.…”

Section: Possible Policy Responses To This Evidencementioning

confidence: 99%

Education and Poverty: Confronting the Evidence

Ladd

2012

J Policy Anal Manage

172

117

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Section: Possible Policy Responses To This Evidencementioning

confidence: 99%

Education and Poverty: Confronting the Evidence

Ladd

2012

J Policy Anal Manage

172

117

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“…It is emphasized by many educators that the students who win in these systems are generally the students who read a lot. Kim and White (2011) conducted an experimental study showing that the learning losses experienced by students, especially during the summer vacation, were reduced by making them read the books given to them. In these studies, it is seen that they emphasize that it is not the only solution to prevent summer learning losses, but that students keep their reading comprehension skills constantly fresh.…”

Section: Discussionmentioning

confidence: 99%

Covid-19 Salgını ile Ortaya Çıkan Öğrenme Kayıplarının Telafisine İlişkin Öğretmen Görüşleri

Baysal

Ocak

2021

Kastamonu Eğitim Dergisi

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Purpose: With the Covid-19 pandemic that has affected the whole world, face-to-face education has been suspended at all levels in many countries for a long time. During this period, education and training continued with various distance education activities. However, learning losses faced by the students could not be prevented. In this study, it is aimed to reveal teachers' opinions about learning losses and the measures that can be taken regarding this.Design/Methodology/Approach: In the research, a case study from qualitative research designs was used. The sample of the study was determined with the maximum diversity sampling method, one of the purposeful sampling methods, and 50 teachers from different branches working at various levels participated in the study. The semi-structured interview form developed by the researchers was used as a data collection tool. Content analysis method was used to analyze the data. Findings:The findings show that the teachers participating in the study stated that they experienced learning loss after the emicdemic. According to teachers' opinions, the courses with the most learning loss were Turkish, mathematics, science, physics, chemistry and English, while the courses with less learning loss were listed as social studies, biology, geography, history, music and art. Finally, teachers stated that learning losses could be compensated with various suggestions such as increasing reading activities, increasing parents' opinions, repeating the current year. This situation shows that teachers are aware of learning losses and they have various solution suggestions for them.

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“…Academically, lower class students and "low achievers" seemed to suffer most from this "vacation effect" (Cooper et al 1996). Kim (2006) and Kim & White (2011) found that e.g. encouraging pupils to engage in some low threshold book reading during summer holiday solved some of this problem concerning reading skills.…”

Section: A Glimpse Into Some Relevant Research Areasmentioning

confidence: 99%

Home schooling, remote teaching and digital Bildungin societal crisis

Krumsvik¹

2020

NJDL

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We live in a time of "epistemic uncertainty" (Kay & King 2020) and where home schooling and remote teaching as a consequence of COVID-19 has become a global phenomenon in recent months. By 19 March 2020, 102 countries globally had shut all schools, affecting almost 900 million children and youth (UNESCO 2020, OECD 2020). Further school shutdowns have continued from 19 March up to June 2020, involving more countries and regions and impacting over 60% of the world's student population (UNESCO 2020). And UNESCO "is supporting countries in their efforts to mitigate the immediate impact of school closures, particularly for more vulnerable and disadvantaged communities, and to facilitate the continuity of education for all through remote learning" (p. 1). Since WHO (2020) states that we will probably experience similar pandemics as COVID-19 in the future, there is reason to believe that home schooling and remote teaching will affect and partly change education in the years to come. We therefore need to build on the current state of knowledge, examining "how teachers teach and learners learn" in this extraordinary coronavirus situation as well as how this affects pupils' digital Bildung journey.

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Solving the Problem of Summer Reading Loss

Cited by 6 publications

References 12 publications

Education and Poverty: Confronting the Evidence

Education and Poverty: Confronting the Evidence

Covid-19 Salgını ile Ortaya Çıkan Öğrenme Kayıplarının Telafisine İlişkin Öğretmen Görüşleri

Home schooling, remote teaching and digital Bildungin societal crisis

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