English Leadership Quarterly, Volume 36, Number 1, August 2013

Last spring, every teacher made a decision about if and how to promote summer reading, a practice almost everyone can agree has value … if done right. The question is, what is “right”? Do you assign specific books? Provide incentives? Require reading responses or projects? This issue debates that question, touches on relevant research, and offers creative ways to implement summer reading and derive value from it, for both students and teachers. With these ideas in mind, you can lay the groundwork during this school year for next year’s summer reading in a way that will be interesting, enjoyable, and valuable for every participant.