Kim, JamesQuinn, David2016-09-262013Kim, James S and David M. Quinn. 2014. The Effects of Summer Reading on Low-Income Children's Literacy Achievement From Kindergarten to Grade 8: A Meta-Analysis of Classroom and Home Interventions. Review of Educational Research 83, no. 3: 386-4310034-6543http://nrs.harvard.edu/urn-3:HUL.InstRepos:28552550This 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.en-USJournal Article2016-09-26