Why Summer Reading and the “Summer Slide” Matter

As educators, we spend nine months of the year pouring our hearts into building our students’ reading stamina, phonics skills, and love of literature (both fiction and informational). Then, June arrives. While we all welcome a well-deserved break, the looming shadow of the summer slide is real. Research indicates that students can lose a few months of reading progress over the summer, and this loss hits our most vulnerable students the hardest. (Borman et al., 2020; Dahl-Leonard et al., 2025; Kim et al., 2017)

In November 2025, the Essential Instructional Practices in Literacy for grades 4 and 5 were updated based on current research. Essential practice #10 focuses on the “collaboration with families, caregivers, and the community in promoting literacy.” This practice emphasizes the importance of educators tapping into the funds of knowledge, assets, and perspectives that families, caregivers, and communities bring, along with being a connector between schools and families.  

Partnering with Families: Strategies for Summer Literacy Success

Here is how we can coach families to keep the reading momentum going.

• Everything Counts: Graphic novels, comic books, joke books, audiobooks, magazines, etc., all count toward summer reading goals. Summer reading is a time to explore topics or themes that children are interested in learning more about. Choice and autonomy are key!
• Leverage Local Resources: If families need support in selecting books, encourage them to visit their local public library. The Grand Rapids Public Library and Kent District Library offer free summer reading programs.
• Value Home Languages: Encourage families to speak with children in their home language, whether or not it is English. Speaking and listening skills are critical components of reading and writing development. 
• Weave Reading and Writing into Daily Routines: Encourage families to incorporate reading and writing into their existing routines. Children can read recipes while cooking with a family member; read billboard signs, road signs, or license plates when traveling; write a letter or postcard to a family member or friend; write and/or read the grocery list.  
• Make Reading a Shared Experience: Reading doesn’t have to be solitary. Encourage families to read a book together and discuss what they noticed or wondered about during reading. Talking about a text helps children process themes or ideas uncovered while also building oral language and vocabulary skills. 

Classroom Activities to Prevent Summer Learning Loss

Before your students head out the door on the last day of school, take a look at your classroom library or school resources. Here are a couple of ideas:

• Purge and Pass On: Do you have duplicate picture books or chapter books that have seen better days? Let students choose a few to keep forever. 
• Classroom Book Swap: Have students bring in gently used books from home that they have outgrown and trade them with classmates. Every child could leave for summer break with 3-5 “new to them” books to enjoy.
• Connect with your librarian: School and local librarians are matching experts! They will help you find a book to match your students’ interests.
• Utilize the Michigan Learning Channel: Provide guidance to families on using this free resource, which offers extended learning opportunities on TV and online for Pre-K through grade 12. To learn more about the channel and their free Read Write ROAR! program (geared towards Pre-K to grade 5), listen to episode 16 of Kent ISD’s LLCN brief podcast featuring Annie Spears.

Keeping the Reading Momentum Going

The goal of summer reading isn’t perfection; it’s momentum. The best end-of-year gift we can give is helping families feel confident and capable in supporting their child(ren) at home. Let’s keep the reading momentum going! 

References: 

•  Borman, G. D., Yang, H., & Xie, X. (2020). A quasi-experimental study of the impacts of the Kids Read Now summer reading program. Journal of Education for Students Placed at Risk, 26(4), 316-336. 
• Dahl-Leonard, K., Hall, C., Cho, E., Capin, P., Roberts, G. J., Kehoe, K. F., Haring, C., Peacott, D, & Demchak, A. (2025). Examining the effects of family-implemented literacy interventions for school-aged children: A meta-analysis, 37(10), 1-34.
• Kim, J. S., Burkhauser, M. A., Quinn, D. M., Guryan, J., Kingston, H. C., & Aleman, K. (2017). Effectiveness of structured teacher adaptations to an evidence-based summer literacy program. Reading Research Quarterly, 52(4), 443-467. 

This blog post was written by Sonali Deshpande, Early Literacy Coach at Kent ISD, and edited by Amanda Walma, Teaching and Learning Marketing and Communications Specialist at Kent ISD.