The research is clear: not only must students receive the reading instruction aligned with the science of reading, but reading practice is a significant factor driving reading achievement—one that is often overlooked (Allington & McGill-Franzen, 2021).
Many educators already understand the importance of targeted, reinforcing practice, such as reading decodable texts to solidify specific phonics and decoding skills. But once students have mastered foundational skills, crossed the decoding threshold, and entered the reading-to-learn phase of their development, the amount of time they spend actually reading becomes an especially powerful driver of their reading achievement. A major review synthesizing two decades of research concludes that reading widely is strongly associated with both fluency and comprehension gains, and that reading volume is a contributor to overall reading achievement (Allington & McGill-Franzen, 2021).
Unfortunately, many widely used core reading programs offer limited opportunities for sustained reading practice. One study examining six popular core reading programs for third-grade classrooms found that even when including all the recommended texts, the total reading time amounted to an average of just 15 minutes of actual reading within a 90-minute reading block (Brenner & Hiebert, 2010). Furthermore, voluntary reading has declined dramatically in the last 50 years (NEA, 2004, 2007), a trend that likely contributes to the stagnant reading outcomes observed in national data since the early 1970s (NAEP, 2023). Together, these findings point to an urgent need for educators to provide supplemental opportunities, structures, and resources that ensure students engage in the volume of reading practice they need to grow as readers.
Fortunately, recent research offers hopeful news. When students have meaningful access to books—especially when they can choose what they read—their reading achievement improves. In one large, controlled study, second graders in high-poverty schools who were given 10-12 self-selected books for summer reading showed significantly greater reading gains than peers who did not receive books (Allington et al., 2010). These gains exceeded those typically seen from attending summer school (Cooper et al., 2000).
This evidence has clear, practical implications for winter break. Independent reading during out-of-school periods is critical for maintaining and accelerating progress. When educators support students in selecting texts that interest them, provide simple structures for reading at home, and ensure that striving readers have access to level-appropriate books, they can help prevent the “reading slump” that often follows extended time away from school. Sending students into the winter break with strong reading habits and texts they’re excited to read helps maintain momentum and strengthens the foundation for greater confidence and achievement in the new year.
