Teacher and Parent Scaffolding of Voluntary Summer Reading.

The article reports on voluntary reading by students over the summer break and its impact on reading comprehension. The author suggests that minority and low-income readers fall behind in reading achievement during the summer months when compared with high-income white students. Two experiments are presented and the author concludes that books must be linked to student reading levels and interests. Teachers and parents also need to provide scaffolded support. Other topics include engagement with the text, summer loss, and book matching.