This study examined the effects of reading independently and completing select literacy activities at home during summer break. By comparing students’ reading levels before and after summer break, researchers were able to determine whether at-risk students who used Raz-Kids and Reading A-Z under parental supervision experienced the "summer slide."
The findings showed that 85% of the students avoided the "summer slide" by either staying at the same reading level throughout the study or by increasing their reading level. Students gained an average of one reading level, as measured by Learning A-Z’s running records (administered by teachers). In addition, students showed gains in words correct per minute (WCPM) and in comprehension quiz scores, regardless of gains in reading level. Students who read significantly fewer books than their peers during the treatment period were less likely to show gains in reading level.
Participants were 77 students in grades K–5 at risk for reading difficulties as identified by their teachers. Participants came from three ethnically diverse schools in Arizona, California, and Washington.
Study Design and Procedures
This study used a single-group pre- and posttest design. The study took place from May to September and overlapped mostly with school summer break. Participants in this study did not attend summer school, but instead completed Raz-Kids and Reading A-Z activities at home under parental supervision. Students using Raz-Kids read an average of 50 books and took an average of 115 comprehension quizzes. Students using Reading A-Z read an average of 25 books and took an average of 20 comprehension quizzes.
Resendez, M., & Azin, M. (2014). Raz-Kids and Reading A-Z: A report on the 2013 summer reading field studies. PRES Associates, Inc.