@article {78691,
	title = {The effects of summer reading on low-income children{\textquoteright}s literacy achievement from kindergarten to grade 8: A meta-analysis of classroom and home interventions},
	journal = {Review of Educational Research},
	volume = {83},
	number = {3},
	year = {2013},
	pages = {386-431},
	abstract = {This meta-analysis reviewed research on summer reading interventions conducted in the United States and Canada from 1998 to 2011. The synthesis included 41 classroom- and home- based summer reading interventions, involving children from kindergarten to Grade 8. Compared to control group children, children who participated in classroom interventions, involving teacher-directed literacy lessons, or home interventions, involving child-initiated book reading activities, enjoyed significant improvement on multiple reading outcomes. The magnitude of the treatment effect was positive for summer reading interventions that employed research-based reading instruction and included a majority of low-income children. Sensitivity analyses based on within-study comparisons indicated that summer reading interventions had significantly larger benefits for children from low-income backgrounds than for children from a mix of income backgrounds. The findings highlight the potentially positive impact of classroom- and home-based summer reading interventions on the reading comprehension ability of low- income children.},
	url = {http://rer.sagepub.com/content/early/2013/04/23/0034654313483906.abstract},
	author = {Kim, James S. and Quinn, David M.}
}
