Engaging Students with Summer Reading: An Assessment of a Collaborative High School Summer Reading Program

By Lu, Ya-Ling | Journal of Education for Library and Information Science, Spring 2009 | Go to article overview

Engaging Students with Summer Reading: An Assessment of a Collaborative High School Summer Reading Program


Lu, Ya-Ling, Journal of Education for Library and Information Science


This study examines the impact of students' active involvement in a collaborative project to reform a high school summer reading program. It takes place in an American high school, grades nine through twelve. A stratified random sample of 288 students and eleven teachers ensured representation of students from each of three ability groupings. Data were collected through student surveys and teacher interviews. Findings show that students attributed different types of cognitive, psychological, and social learning to this collaborative summer reading program. The method of student self-assessment revealed some personal attributes of reading that otherwise could not have been identified. This study also confirmed that students have to be actively involved and participate in the collaborative efforts to make their reading and learning meaningful.

Keywords: Summer reading, student collaboration, reading achievement, student self-assessment, stratified random sampling

Introduction: The Context for the Study

Summer reading in the United States has received increasing attention in the past 30 years. One of the major reasons is the strong research evidence about "summer learning and reading loss," which reveals students' achievement losses during the long summer vacation. This phenomenon raises a red flag in United States public education when reading scores of many American students are decreasing (National Endowment for the Arts, 2007), and students do not seem to be prepared for the informational, technological and scientific challenges of the 21st century (National Center on Education and the Economy, 2006). Therefore, the current practice of summer reading in American schools deserves further investigation.

Traditionally, summer reading in American high schools consists of static, grade-specific lists of book titles com- bined with a required written assessment. Summer reading lists in U.S. high schools do not reflect student input for ti- tle choices. The teacher librarian or school media specialist usually com- poses annotated lists of book titles, mostly classics, in coordination with the English teachers. Students will read at least three books from an approved list during the summer vacation months of July and August. In a typical scenario teacher librarians purchase books to sup- port the reading lists and offer motiva- tional activities, such as book talks, prior to summer vacation. Since the focus of summer reading is also on writing and as- sessment, the design of summer reading programs in American schools is heavily influenced by English teachers who re- quire that each student read a specified number of books (usually three) from their designated grade-level reading list. They also require that students submit written reports or take quick reading tests. The messages conveyed in this mandated type of summer reading are that students are not capable of making the right choices, and that they are not independent learners.

On the other hand, fostering an independent "lifelong learner and reader" has been an important goal in education and library communities. In 1994, the U.S. government passed GOALS 2000: Educate America Act, which set a goal "[to promote] lifelong learning" (National Education Goals). The American Association of School Librarians' (AASL) Standards for the 21st-century Learner (2007), which offer a vision for teaching and learning to guide school media specialists in instructing young people, underscore the necessity of equipping "independent learners" with the ability to read, gain information, and use information in a complex information environment.

Can a mandated school summer reading program help foster an independent lifelong reader? Or, from a reverse viewpoint, can students help build a summer reading program that may better motivate them as lifelong readers? Barnstable High School (BHS), in Hyannis, Massachusetts, stake their ground in an initiative to test the later.

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Engaging Students with Summer Reading: An Assessment of a Collaborative High School Summer Reading Program
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.