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A Closer Look at a Summer Reading Program: Listening to Students and Parents
Author(s) -
ComptonLilly Catherine,
Caloia Rachel,
Quast Erin,
McCann Kelly
Publication year - 2016
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1468
Subject(s) - reading (process) , active listening , family literacy , psychology , literacy , pedagogy , reading motivation , low income , mathematics education , sociology , linguistics , communication , socioeconomics , philosophy
While existing research documents the effectiveness of summer reading programs, little is know about how and to what degree children actually read the books that are sent home or how families engage with these texts. We took this opportunity to dive in and explore what happened when books were sent home to low‐income, culturally diverse families. Specifically, my doctoral students and I used home visits and interviews to better understand how students and family members engaged with summer reading books. By the end of the summer, we had a gained an expanded understanding of how our summer reading program both built upon and extended families’ existing literacy practices.