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A rural school sample of 26 students used a pretest-posttest quasi-experimental design. The experimental group (12) completed summer reading activities within the “Telafide Ben De Varım” program, while the control group (14) did not. Using Akyol’s Error Analysis Inventory, results show improvement for the experimental group and no change for the control group, supporting targeted book support.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/seeking-a-solution-for-summer-reading-loss-book-support-effectiveness-study-in-turkish-primary-students/603093/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/seeking-a-solution-for-summer-reading-loss-book-support-effectiveness-study-in-turkish-primary-students/603093.png","ImageObject",300,407,{"name":92,"@type":93},"MrHarris58","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What question does the study address about summer reading?","Question",{"text":112,"@type":113},"The study examines whether Turkish first graders experience reading loss during summer holidays and whether book support for disadvantaged students effectively prevents that loss.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were students grouped for the intervention?",{"text":117,"@type":113},"Students from a rural primary school were assigned to an experimental group (12) that did summer reading activities under the “Telafide Ben De Varım” program and a control group (14) that did not participate in summer reading.",{"name":119,"@type":110,"acceptedAnswer":120},"What measurement tool was used to evaluate reading levels?",{"text":121,"@type":113},"The study used the “Error Analysis Inventory” by Akyol (2020), which includes Comprehension, Setting, and Articulation scales to assess reading levels by anxiety, instructional, and independent levels.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},603093,1792894602,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Seeking a Solution for Summer Reading Loss1  \nHakan DEDEOĞLU2  \nHacettepe University  \nÖmer ERBASAN3  \nTrakya University  \nAbstract  \nThe study was carried out to determine whether Turkish primary school 1st graders experienced reading loss during the summer holidays and whether giving book support to disadvantaged students during the summer holidays was effective in preventing this loss. The research was conducted with 26 students at a rural primary school. The pretest-posttest quasi-experimental design was used, and while the experimental group including 12 students carried out reading activities during the summer holiday as part of the ‘Telafide Ben De Varım’ (I Am in for the Remedial) program, the control group consisting of 14 students did not participate in any summer reading. In the study, the “Error Analysis Inventory” prepared by Akyol (2020) based on Harris and Sipay (1990), Ekwall and Shanker (1988) and May (1986) was used as the data collection tool. With the Error Analysis Inventory consisting of Comprehension Scale, Setting Scale, and Articulation Scale, three types of reading levels are measured: anxiety level, instructional level and independent level. The results of the pre-test administered before the start of the summer vacation using this inventory revealed that the students in both groups generally showed poor reading performance and their average reading level was at the“anxiety” level. The post-test administered after the opening of the schools showed that the level of the control group did not change, while the experimental group increased to the “instructional” level. As a result of book reading activities, the reading level scores of the experimental group increased significantly compared to before the intervention, while there was a significant decrease in the control group. Based on these findings, the importance of providing book support to students living in disadvantaged areas to prevent summer reading loss and increasing book reading during the summer is strongly recommended.  \nKeywords: Reading, Summer Reading Loss, Reading Retardation, Primary School  \nDOI: 10.29329/epasr.2023.548.4  \nSubmitted:17 February 2023 Accepted: 12 May 2023 Published: 01 June 2023  \n1This study was presented as an oral presentation at the IPTES congress (Antalya-Turkey) in 2022.  \n2 Prof. Dr., Faculty of Education, Hacettepe University, Ankara, Turkey, 0000-0003-2436-7010 Correspondence: [dede@hacettepe.edu.tr](dede@hacettepe.edu.tr)  \n3 Asst. Prof. Dr., Faculty of Education, Trakya University, Edirne, Turkey, ORCID: 0000-0001-7852-2747, Email: [omererbasan@trakya.edu.tr](omererbasan@trakya.edu.tr)  \nIntroduction  \nReading and writing are among the most important learning experiences for any individual. In addition, reading and writing form the foundation of other types of learning. Therefore, failure in reading and writing may lead to failure at school, and ultimately result in ending up with an unsatisfactory profession. Therefore, it is extremely important to acquire reading and writing skills properly and in a timely manner.  \nThe reading and writing skills are first acquired in the first grade of primary school. In the first grade, children first learn about the sound groups and then how to read them. Gaining fluency in reading and understanding what one reads requires a long time and much effort. By the end of the first grade of primary school, students usually have learned to read and write. However, when the education period is completed, not every student is literate at the same level. Some students read very fluently, while others read slowly and without comprehension. This gap between them is particularly evident in the learners who reside in rural or low-income areas.  \nFor learners who cannot fully acquire reading and writing skills, how to spend the summer vacation is extremely important.  \nFor learners, the summer vacation in Türkiye lasts three months. This long period may lead to reading loss, especia","cbCaifvxC3Khmr08","https://ap.wps.com/l/cbCaifvxC3Khmr08","pdf",296101,16,"English","# Introduction\n# Summer Reading Loss\n# Research Design and Method\n## Pretest-Posttest Results\n# Conclusions and Recommendations","[{\"question\":\"What question does the study address about summer reading?\",\"answer\":\"The study examines whether Turkish first graders experience reading loss during summer holidays and whether book support for disadvantaged students effectively prevents that loss.\"},{\"question\":\"How were students grouped for the intervention?\",\"answer\":\"Students from a rural primary school were assigned to an experimental group (12) that did summer reading activities under the “Telafide Ben De Varım” program and a control group (14) that did not participate in summer reading.\"},{\"question\":\"What measurement tool was used to evaluate reading levels?\",\"answer\":\"The study used the “Error Analysis Inventory” by Akyol (2020), which includes Comprehension, Setting, and Articulation scales to assess reading levels by anxiety, instructional, and independent levels.\"}]","Seeking a Solution for Summer Reading Loss - Book Support Effectiveness Study in Turkish Primary Students | PDF",1792095702]