Day: December 9, 2025

Keeping Minds Sharp: Beating the Summer Reading Slump Together

As the scholastic year draws to a close, children and teenagers eagerly anticipate the long summer holidays filled with play, family time and relaxation. While this break is important for wellbeing, research consistently shows that it can also lead to what is known as the summer reading slump. This phenomenon refers to the decline in literacy skills that many children experience during extended school breaks. Studies have found that children can lose up to a month of learning over summer, particularly in reading and spelling, with the effect most pronounced among children from lower socio-economic backgrounds who may have limited access to books and literacy-rich environments (National Library of New Zealand, n.d.).

Evidence from New Zealand highlights the importance of structured literacy teaching in preventing this decline. A study published in the New Zealand Journal of Educational Studies determined that the impact of explicit phonics, phoneme awareness and decoding strategies can embed foundational skills deeply enough to withstand the summer gap (Vosslamber, Walker, Millar-Swan, Motha, & Gillon, 2025). This reinforces the idea that strong classroom instruction can provide a buffer against learning loss.

Alongside structured teaching, regular reading at level is critical. When children engage with texts that match their ability, they reinforce vocabulary, comprehension and decoding skills while building confidence and motivation. Reading at level prevents cognitive decline associated with long breaks from literacy activities. Research also shows that children who participate in summer reading programs are more likely to maintain or improve their literacy skills. Benefits include increased motivation, improved comprehension and stronger connections between home and school learning (Reading Eggs, n.d.).

Governments and councils are aware of the risks posed by summer learning loss, which is why many have invested in free summer reading programs. These initiatives encourage children to keep reading for pleasure and skill development during the holidays. The Brisbane City Council Summer Reading Program, for example, offers fun challenges, rewards and community engagement to keep children motivated throughout the break (Brisbane City Council, n.d.). Programs like these not only support literacy but also foster a love of reading that lasts well beyond the summer months.

At my school, we have taken this one step further by setting up a summer reading challenge for both staff and students in the form of bookmarks. Students were given bookmarks that encouraged them to read a funny book, a book with a hero, a book by an Australian author and a book with an animal character.

Staff were challenged to read a book that made them laugh, one that made them cry, a book that gave hope and one recommended by a friend. This shared challenge not only promotes literacy but also builds a sense of community, with staff and students alike engaging in conversations about their reading choices and discovering new perspectives together.

The summer holidays should be a time of joy, but they do not have to mean a setback in learning. With structured teaching approaches, regular reading at level, community programs that make books accessible and fun, and school-based initiatives like reading challenges, children and adults alike can return to school inspired and ready to thrive. The evidence is clear: consistent engagement with reading is one of the most effective ways to prevent the summer slump and ensure that literacy skills continue to grow.

Suggestions for Teachers and Parents

  • Encourage children to read daily, even for short periods, with books that match their reading level.
  • Provide access to a variety of texts, including humorous stories, adventure tales, and culturally relevant works.
  • Model reading behaviour by sharing your own reading experiences and discussing books together.
  • Participate in local library programs or community reading initiatives to maintain motivation.
  • Create family reading routines, such as bedtime stories or shared reading times, to embed literacy into everyday life.
  • Celebrate reading achievements with small rewards or recognition to sustain enthusiasm.

References:

Brisbane City Council. (n.d.). Summer reading program. Retrieved December 9, 2025, from https://services.brisbane.qld.gov.au/online-services/libraries-venues-and-facilities/summer-reading-program

National Library of New Zealand. (n.d.). Summer slide and summer reading research. Retrieved December 9, 2025, from https://natlib.govt.nz/schools/reading-engagement/summer-reading/summer-slide-and-summer-reading-research

Reading Eggs. (n.d.). Benefits of summer reading programs. Retrieved December 9, 2025, from https://readingeggs.com.au/articles/benefits-summer-reading-programs

Vosslamber, A., Walker, J., Millar-Swan, A., Motha, J., & Gillon, G. (2025). The impact of Better Start Literacy Approach teaching on the retention of children’s early literacy skills over the summer holidays. New Zealand Journal of Educational Studies, 60(3), 435–449. https://doi.org/10.1007/s40841-025-00405-2

A Season of Reading and Reflection: A Year in Review.

As the school year wrapped up last week, I found myself reflecting on the many moments that shaped our library community in 2025. There have been challenges, yes, but also plenty of reasons to celebrate.

One of the brightest sparks has been our book clubs. What started as a simple idea, a few snacks and a chance to talk about stories, has grown into something much bigger. My secondary Book Club stands out. At the beginning of the year they were a small group, some unsure of what to read, others firmly attached to their favourite genres. Over time, though, their borrowing soared. They began exploring fantasy, contemporary fiction and graphic novels, and while one dedicated manga reader still resists branching out, the group as a whole has broadened its horizons. More importantly, they began to see reading as part of who they are. They recommend titles to each other, debate endings, and even suggest new books for the library. Watching that transformation has been a joy.

Research reminds us that this is exactly what book clubs are meant to do. They make reading social, they build confidence, and they help young people see themselves as readers. The secondary Book Club Boys proved that in the most authentic way, showing how a community of peers can turn reading from a solitary task into something shared and celebrated.

From a whole school review, borrowing levels across the school have also risen, returning to pre COVID rates. Much of this growth has come from our younger readers, whose enthusiasm has been infectious. Their excitement has created a vibrant culture of reading in the primary years, and their participation in activities has been a highlight of the year.

Of course, there are challenges we cannot ignore. Very few of our Year 10 to Year 12 students are reading recreationally, and this is concerning. Intertextuality, the ability to connect ideas across texts, is vital for analysis and for building strong cognitive connections. Without regular reading, those skills are harder to develop. We also continue to see limited engagement from Years 7 to 10 English classes, despite enthusiastic promotion. There seems to be a reluctance to lose curriculum time.

Our team dynamic has shifted too, with members coming and going. Change always brings adjustment, but it has also brought fresh perspectives and energy. We have expanded our digital resources, and while uptake has been slow, steady gains are being made as students and staff grow more comfortable with these platforms.

Perhaps the greatest success of all has been the way the library has become recognised as a social space where everyone is welcome. It is not only a place for books, but a hub for connection, collaboration and belonging. That sense of community is something we can all be proud of.

We closed the year with our Books & Bites Christmas party, a joyful celebration of new releases and Christmas treats. Each student received a reading journal with a challenge to read four books over the summer, along with handmade gifts, ornaments, bookmarks, and pen holders, sewn over the past few weeks. These tokens were a way of honouring the shared love of reading that binds us together.

As we finish the 2025 chapter, I am reminded that reading is not just about borrowing books, it is about building minds, fostering empathy and preparing students for the complexities of the world.

“As we finish this chapter and look ahead to the new year, I am reminded that Christmas is a season not only of rejoicing, but of reflection. May the joy of stories, the warmth of community, and the promise of new beginnings carry us into the year ahead.”