A Review of “Start to Finish: YA Programs, Hip-Hop Symposiums, Summer Reading Programs, Virtual Tours, Poetry Slams, Teen Advisory Boards, Term Paper Clinics, and More!”

2009 ◽  
Vol 6 (4) ◽  
pp. 532-533
Author(s):  
Shelley L. Weyer
Author(s):  
Joanne De Groot

This study investigated ways in which summer reading programs (SRPs) support children’s recreational reading interests and habits and help to promote reading and literacy throughout the summer months. The primary research question was: How do children, parents, and library staff experience their public library summer reading program? This paper will present selected findings from the study related to children’s reading experiences in school and during the summer, reading games and incentives, and designing summer reading programs that emphasize the social aspects of reading. Findings from this study suggest that school and public libraries should consider moving away from traditional summer reading programs that include reading games and rewards and focus instead on providing children, their parents, and library staff members with greater opportunities to interact with books and reading, and one another, throughout the summer.


2017 ◽  
Vol 15 (3) ◽  
pp. 3 ◽  
Author(s):  
Kim Becnel ◽  
Robin A. Moeller ◽  
Nita J. Matzen

The long-term goal of the researchers involved in this study is to discover methods that public libraries can use to improve their summer reading programs (SRP) and expand participation of students from traditionally underrepresented groups. This small pilot study was designed to answer some important preliminary questions: How do children decide whether or not to participate in SRPs? What motivates children to participate and what barriers might inhibit participation? Finally, what factors might motivate those who do not participate to take part?


1997 ◽  
Vol 2 (5) ◽  
pp. 32-32 ◽  
Author(s):  
Dorothy S. Fidler

About Campus asked Dorothy Fidler at the University of South Carolina to do an informal survey of colleges to learn more about their summer reading programs. Here is what she found.


2015 ◽  
Vol 13 (2) ◽  
pp. 3
Author(s):  
Megan Roberts

It seems the best projects begin with a simple conversation, an idea mentioned in passing. For me and Erin Iannacchione, this is exactly how Family Story Time started.In 2012, I approached Erin about marketing public library summer reading programs to the families and young children at the LGBT Center of Raleigh Library only to find out they didn’t have any offerings for families and children. Soon I was planning our very first storytime.


2012 ◽  
Vol 7 (1) ◽  
pp. 102 ◽  
Author(s):  
Gayle Bogel

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.


2018 ◽  
Vol 34 (4) ◽  
pp. 594-618 ◽  
Author(s):  
Deborah K. Reed ◽  
Kevin M. Cook ◽  
Ariel M. Aloe

This study investigated the costs of different summer reading programs and compared costs to the benefits of summer school as a way to avoid retaining students not reading proficiently at the end of third grade. Per pupil costs ranged from US$1,665 to US$2,194. The average cost was US$1,887 (range: US$266-US$5,552) with 82% of overall expenses attributable to personnel. Results indicate that offering summer reading programs could save schools across the state a total of between US$70.6 million and US$75.5 million in expenses related to providing an extra year of school had all eligible students been retained in third grade instead. This equates to about US$4 in benefit for every dollar invested in summer programs.


2017 ◽  
Vol 15 (1) ◽  
pp. 7
Author(s):  
Ruth V. Small ◽  
Marilyn P. Arnone ◽  
Erin Bennett

Summer reading programs (SRPs) in public libraries have been a stalwart of programming for youth for more than a century. These programs are intended to encourage students to continue reading throughout the summer, practice communication skills, and develop a lifelong voluntary reading habit--a love of reading--in the context of a safe and friendly learning environment.


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