Bridging the Summer Gap: A Scoping Review of the Literature on Summer Reading Programs
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| Title: | Bridging the Summer Gap: A Scoping Review of the Literature on Summer Reading Programs |
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| Language: | English |
| Authors: | Pamela Beach (ORCID |
| Source: | Reading Research Quarterly. 2026 61(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Elementary Education |
| Descriptors: | Summer Programs, Reading Programs, Elementary Education, Skill Development, Motivation, Educational Research, Research Methodology |
| DOI: | 10.1002/rrq.70092 |
| ISSN: | 0034-0553 1936-2722 |
| Abstract: | This article presents the findings of a scoping review of 32 empirical studies that examined summer reading programs in the elementary education context between 2014 and 2024. A five-stage framework for conducting scoping reviews was employed. In addition, a thematic content analysis was conducted, resulting in three main themes associated with the studies: (1) targeted programs, (2) focus on skill development, and (3) fostering motivation for literacy. The study contexts, research methods, and other relevant study characteristics are also reviewed and discussed. Findings from this review have implications for both practice, in terms of designing responsive and targeted summer reading programs, and theory, in terms of strengthening conceptual models that explain how targeted support, skill development, and motivation interact to influence literacy outcomes. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503760 |
| Database: | ERIC |
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| Abstract: | This article presents the findings of a scoping review of 32 empirical studies that examined summer reading programs in the elementary education context between 2014 and 2024. A five-stage framework for conducting scoping reviews was employed. In addition, a thematic content analysis was conducted, resulting in three main themes associated with the studies: (1) targeted programs, (2) focus on skill development, and (3) fostering motivation for literacy. The study contexts, research methods, and other relevant study characteristics are also reviewed and discussed. Findings from this review have implications for both practice, in terms of designing responsive and targeted summer reading programs, and theory, in terms of strengthening conceptual models that explain how targeted support, skill development, and motivation interact to influence literacy outcomes. |
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| ISSN: | 0034-0553 1936-2722 |
| DOI: | 10.1002/rrq.70092 |
