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Reaching Students with Reading Disabilities During the Summer
Joanna A Christodoulou1, Adriana M Azor1, Rebecca A Marks1
1Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA, USA.
Policy Insights From the Behavioral and Brain Sciences
|February 13, 2026
Summary
Summer break offers a chance to improve literacy for children with reading disabilities (RD). Targeted reading interventions during summer can help close achievement gaps and support reading brain development.
Area of Science:
- Interdisciplinary research combining cognitive neuroscience and education.
Background:
- Children with reading disabilities (RD) experience reading challenges during the school year.
- Summer vacation presents a critical opportunity to address learning loss and reading skill deficits.
Purpose of the Study:
- To explore how policy makers can leverage interdisciplinary knowledge to support reading achievement during summer vacation.
- To review research on summer programming and policies for vulnerable readers.
Main Methods:
- Review of existing research on summer reading programs.
- Analysis of current educational policies related to summer learning.
- Synthesis of findings from cognitive neuroscience and education.
Main Results:
- Impactful reading experiences, particularly for word-level skills, are crucial for developing reading brain networks.
- Summer provides a unique window to implement targeted literacy interventions for children with RD.
Conclusions:
- Policy makers can facilitate reading achievement by supporting evidence-based summer literacy initiatives.
- Capitalizing on summer opportunities is essential for advancing reading skills in vulnerable student populations.
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