Questions about Summer Reading

May 19 2025

by Jo Melinson, Middle and High School Librarian

April was a whirlwind in the Matthews Library. The reason: Middle School Summer Reading Book Talks. A little explanation of what they look like: we display about 100 books for each grade (incoming 6-8th grades) and the students attend during their English class to hear about the books they are curious about. They have a list of all the books so they can circle the ones that interest them to share with their families when it’s time to pick up their five (or more) summer reading books. This year I had the added opportunity to let them know about an author who will be visiting with us next year, Dusti Bowling.

Why is Summer Reading a Thing and What Makes for Good Summer Reading?

Because I’m a nerd, we’ll look at this through history and research. A rising middle class, better book publishing techniques, an expanding number of readers (including women), and the newer tradition of a summer vacation in the mid- to late-19th century all helped to build the popularity of summer reading. The first recorded summer reading program for schools was started in 1896 by Linda Eastman of The Cleveland Library, and the first summer reading issue of the NY Times Book Review was published in June 1897. So just like everything else, you can blame those Victorians for this tradition.

Joseph Wood Krutch said in his 1950 article ‘A Good Time for Good Books” published in the New York Times, “Summer, like every other time, is a good time for good books and an especially good time for long ones in which neither the author nor the reader feels hurried. It is a good time, and an especially good time, for reading what one wants to read for no reason except that one does want to read it.”

Not all of my students would agree with the part about long books, which is why, when I talk about their summer reading titles, I am just as likely to point out when a book is slim or short as when it is long and part of an even longer series. I have students who appreciate both. I also let my students know that novels in verse include a lot more white space, which makes them easier to read, but also quicker. I let them know when it’s a page turner. I myself read slowly (further proof that a person can enjoy, even love and want others to love, reading despite reading difficulties) and as such have a great appreciation for the short book. But being a librarian who loves to read, I do also have a fondness for books whose thickness is measured in inches–I just save them for summertime when I have more time to read them.

The second part of Krutch’s statement above is all about free choice. We try to make sure our students have choice in the books they read. We also try to give them as much information as they need to make informed choices. If you’ve ever seen our summer reading page, you would have noticed that there’s a lot there: a list of books alphabetically by author with subjects and genres listed; a list of all the books in each series; a Padlet where you can find a genre you like, click on the cover of a book, and read summaries and reviews; and a list of activities to pair with books so you can win a raffle prize in the Fall (more about that later). Rather than tell the kids about the books I think they will like, I let them tell me which ones they want to hear more about during our book talks and then I give them a little time to peruse the displays on their own and talk with each other about what books they have read and enjoyed. Out of the 5 required books they will read, the only time we have specific required titles is if we have an author visiting, and even then, we often give them multiple choices. We make sure the list has between 90 and 100 books on it to give plenty of options, and usually some of the summer reading is free choice.

Why 5 books?

Before I started at Country Day in 1994, the requirement was to read at least five summer reading books, so I could just say it’s always been that way. However, I knew it was based on studies that said that five books can help prevent the “summer slide,” that time when some of what we learned the year before can slide away from us if we’re not careful to exercise our brains.

I decided to delve into the research again, and in doing so, I discovered the work of James Kim, Professor of Education at Harvard Graduate School of Education. I emailed him to learn a little more, and he sent me this information about his current work with READS. His research has led him to specifically helping lower income students have better outcomes with summer reading. The impressive thing about this is that each year or so they modify the process as they learn new information from the studies they do. Taking data from studies to change things in the real world to make them better and having the humility to realize that you’re not done yet and things can be improved is pretty cool to me.

While Kim’s work is mostly with students with socio-economic challenges, I believe all of us can learn from it. Matching books to students’ interests helps with motivation. Engaging families in the process helps put support around the students. Nudging kids and parents over the summer (as we do in our periodic emails about summer reading) can help put the reminders out there. The last piece of advice from Kim is to teach a reading comprehension routine. I think our English teachers do this as they teach novel reading, but Kim and his team send students home with tri-fold brochures with every book to be filled out and returned. We offer our students something a little different where they can pair an activity with many of their books. When they send us a description or photo, their names can be entered into our reading raffle in the Fall for prizes. We hope that these pairings can give them something fun to do as well as round out their experiences with the books. Seeing/playing a baseball game in person after reading a book where the main character is trying out for a team can help a student think about how that character might have felt out on the field. Baking a pie to celebrate finishing the book, Pie, can bring a student into the world of the main character. Watching the movie version of a book can help a student understand the choices that the director made while interpreting the book for the big screen.

Can I re-read something I’ve read before?

Yes, although we do recommend that you limit it to one book that you’ve read before so you get some new reading in, too. I had a student who referred to re-reads as comfort books. She compared them to comfort foods–anything that gives you solace, escape from a fast-moving world, or just makes you laugh or feel wonder when you need it. Doesn’t that just sound cozy? I highly recommend re-reading books from your childhood at any age–even books from your high school English curriculum can hit differently as an adult.

My child reads too many graphic novels–is that okay?

How many is too many? I read an article about a Stanford professor who uses graphic novels in his history class to illustrate (no pun intended) historical events. He says it helps them get to the heart of the matter more quickly. If summer reading is about preventing learning loss, thinking is a great way to do that. Ask your child questions about what they’ve read. And if you want their brains working, remember that graphic novels require us to decode both words and illustrations. You can learn more about the efficacy of using graphic novels in learning here. But depth of discussion, increased vocabulary, and decoding skills, leave out another part of the story (this pun was actually intended): it’s fun! When I was a kid, I can remember at the start of each summer, purchasing an Archie comic book to take to the beach with me. My dad always spoke fondly of reading comic books when he was young, and something about that old-fashioned idea spoke to the slow-down in summer–flip flops; the colorful, feathery pages of a comic book; even the air at the beach was lighter than the humid days of a Philadelphia summer.

Is an audiobook okay?

Yes! And I would say extra points if it’s read by Bahni Turpin (my favorite audiobook narrator who could read me the dictionary, and I’d be happy!) For more information see our earlier post about audiobooks for reading.

How do you choose what titles go on the lists?

Each year we adjust the summer reading lists adding about 10-15 new titles and taking away some to keep the total number just under 100. We take into consideration the whims of the classes themselves. For example, this year our 6th graders love murder mysteries–that phenomenon could be its own blog post, but I blame true crime podcasts and Only Murders in the Building–and our 8th graders have been bananas for graphic novels for several years! We also try to make sure we have a balance of genres so students can find their favorites and also try new ones. We try to mix up the main characters so our students can see their own identities reflected while also having lots of opportunities to learn about others. We believe summer can be both a time to challenge yourself and a time for frivolity so we include some classics as well as titles like Killer Pizza or You’re Bacon Me Crazy. We include titles set in summertime, but also will sometimes include something set in the snow just for an escape from those really hot days.

Where can I get the summer reading titles?

We love to support local libraries and bookstores so that’s where we recommend you go for your summer reading. Find more information about where to find books here. Pro Tip: If you or your child are dyslexic, Kindle has more readable fonts including OpenDyslexic font.

How can I support my child with their summer reading?

Ask questions, read aloud together, consider using the Sacramento Public Library’s Beanstack tool to keep track of reading and earn badges and prizes, get a public library card and go there regularly, help them organize a small book club for a book they and their friends want to read together, use some of the resources listed below, and plan your own field trips to reinforce ideas and topics from their books. One of the best ways to support your childs’ summer reading is to read along with them–when families model the importance and enjoyment of reading, it helps children value it more also. We’ve provided a reading BINGO card above as incentive and inspiration for the whole family. Happy Reading!

Further Reading

History and Importance of Summer Reading

“A Brief History of Summer Reading” Reader Zone

“A Brief History of Summer Reading” NY Times

“California Summer Reading Program: The Value of Summer Reading”

“The Effects of Summer Vacation on Achievement Test Scores”

Importance of Reading Aloud

“Home Reading Environment and Brain Activation in Preschool Children Listening to Stories.”

“Reading Aloud to Young Children Has Benefits for Behavior and Attention.”

“Why Reading Aloud to Kids Helps Them Thrive”

“Reading Aloud, Play, and Social-Emotional Development”

Resources to Support Summer Reading