At only 65 pages, I was surprised at how rich this book was in research and strategies for stemming summer reading loss. Cahill and Horvath start this text by asserting that “the lack of summer reading is actually a reflection of how well we have taught them to be independent readers during the school year” (4). They follow up this provocative statement with why it is just not conducive to try requiring dormant readers to engage in literature without considering their interests. Motivation is the key.
McGill-Franzen and Allington share the research on motivation and engagement in the next chapter. They frequently highlight the power of having choice and access to high-interest books, both during the school year and over the summer. Maybe the most surprising fact to me was, when schools just give kids free books of their choice over summer, the effect is just as powerful as most summer school programs (and at a fraction of the cost).
Cahill and Horvath round out the text with some practical and economic ideas for facilitating summer reading projects. The use of online tools, such as blogs and literacy-focused websites, were especially intriguing to me. While it is only January as I write this, I thought it is well worth my time to have read this text now and prepare for the reading possibilities in the future.