Frequently asked questions

More about READS for Summer Learning

Who developed READS for Summer Learning?

READS was developed and tested over many years by Professor Jimmy Kim and his research team at the Harvard Graduate School of Education.

What does the research say?

READS is based on more than a decade of research, including randomized controlled trials involving more than 8,000 students across seven school districts. The research found that READS can improve students’ reading comprehension, particularly among students in high-poverty schools. In one large study, participating students in high-poverty schools demonstrated reading gains equivalent to nearly 1.5 months compared with students who did not participate.

How is READS different from traditional summer school?

READS offers a lower-cost way to provide structured summer literacy support while reaching students who may not be able to attend traditional summer school. Unlike traditional summer school, READS is primarily completed at home and does not require students to attend a daily, in-person program. The research found that its reading-comprehension benefits can be comparable to those of school-year literacy programs.

How is READS different from other free summer book programs?

Research shows that simply giving students free books to read over the summer is not enough to produce meaningful reading gains. READS combines personalized book sets with comprehension lessons, family engagement, and summer reminders to support students’ reading throughout the summer.

READS for Summer Learning in my school or district

Can READS be used alongside an existing summer learning program?

READS can complement an existing summer school, afterschool, library, or community-based program. Because students complete most of the reading activities at home, READS can extend literacy support beyond the classroom and provide students with structured reading opportunities throughout the summer.

Which students in our school or district might benefit most from READS?

READS is designed for students in grades 3–5, particularly those who may have limited access to books and literacy support during the summer. Research has found especially strong benefits for students in high-poverty schools. Districts may choose to prioritize students who are below grade level in reading, experience summer learning loss, or may not be able to participate in traditional summer school.

Can READS be implemented at one school or with a limited number of students as a pilot?

A district could begin with a pilot at one school, with one grade level, or with a selected group of students before expanding the program. A pilot can help school leaders understand participation levels, family engagement, staffing needs, and how READS fits within existing summer learning plans.

What would implementation look like for teachers, school leaders, and families?

Implementation begins before summer, when schools identify participating students, gather information about their reading interests and levels, and provide the end-of-year comprehension lessons. Schools and families then use the family engagement materials and summer nudges to support participation. During the summer, students receive their personalized book sets and complete the reading and comprehension activities at home. Schools can monitor participation and use the information to inform future implementation.

Can READS be used as a supplementary program during the school year?

Yes. READS can be used as a supplementary literacy program during the school year, in addition to classroom reading instruction. Schools might use it to provide extra reading practice, support students who need additional comprehension support, or help students build independent reading habits. The program’s personalized book sets, comprehension activities, family engagement resources, and text nudges can be adapted to support students beyond the summer months.

Funding READS for Summer Learning

What funding sources can be used to support READS?

Schools and districts may be able to use a combination of local, state, federal, and private funding to support READS. In the past, districts have used Title I funds to support participation in READS. Potential funding sources may also include summer learning and literacy funds, afterschool or out-of-school-time funds, grants, foundation support, and state social media settlement funds.