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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.
Authors: Beach, Pamela1 (AUTHOR) pamela.beach@queensu.ca, Crump, Holly1 (AUTHOR)
Source: Reading Research Quarterly (John Wiley & Sons, Inc.). Apr2026 Supplement 1, Vol. 61, p1-14. 14p.
Subject Terms: *Summer reading programs, *Reading motivation, *Elementary education, *Literacy programs, *Literacy, *Literacy education, *Learning
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. [ABSTRACT FROM AUTHOR]
Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Bridging the Summer Gap: A Scoping Review of the Literature on Summer Reading Programs.
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  Data: <searchLink fieldCode="AR" term="%22Beach%2C+Pamela%22">Beach, Pamela</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> pamela.beach@queensu.ca</i><br /><searchLink fieldCode="AR" term="%22Crump%2C+Holly%22">Crump, Holly</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Reading+Research+Quarterly+%28John+Wiley+%26+Sons%2C+Inc%2E%29%22">Reading Research Quarterly (John Wiley & Sons, Inc.)</searchLink>. Apr2026 Supplement 1, Vol. 61, p1-14. 14p.
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  Data: *<searchLink fieldCode="DE" term="%22Summer+reading+programs%22">Summer reading programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+motivation%22">Reading motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy+programs%22">Literacy programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy+education%22">Literacy education</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink>
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  Label: Abstract
  Group: Ab
  Data: 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. [ABSTRACT FROM AUTHOR]
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  Label:
  Group: Ab
  Data: <i>Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193225959
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        Value: 10.1002/rrq.70092
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      – Code: eng
        Text: English
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        PageCount: 14
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      – SubjectFull: Summer reading programs
        Type: general
      – SubjectFull: Reading motivation
        Type: general
      – SubjectFull: Elementary education
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      – SubjectFull: Literacy programs
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      – SubjectFull: Literacy
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      – SubjectFull: Literacy education
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      – SubjectFull: Learning
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              Text: Apr2026 Supplement 1
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              Y: 2026
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