Summer Reading Tips for Families

Summer days offer time to focus on play, creativity, and family fun. Reading can also be fun! If summer days include time for reading, it helps children keep the skills they worked on during the school year. PAVE has some tips for families to keep kids interested in reading, while still having fun!

A Brief Overview

  • Reading during summer helps prevent the “summer slide.”
  • Everyone can enjoy reading when they have the right tools, no matter how they learn.
  • Learning Heroes helps families find out their child’s reading level. This can help when asking teachers or librarians for book ideas.
  • Any kind of book that gets kids excited about reading is great—like graphic novels, audiobooks, online read-alouds, or e-books.
  • Multisensory (using pictures, sounds, movement) and interactive tools (like websites and apps) can make reading more fun and interesting.
  • Help kids understand what they read by asking questions, guessing what might happen next, and talking about the story together.
  • Friendly reading competitions can motivate kids. Libraries, bookstores, and even some restaurants like Chuck E. Cheese offer summer reading rewards.

Introduction

Summer is a great time for kids to relax, explore new interests, and enjoy a break from the school routine. But it’s also a perfect opportunity to keep learning in fun and meaningful ways—especially when it comes to reading. Without regular practice, children can lose some of the progress they made during the school year, a challenge often called the “summer slide.” Including reading in summer routines helps kids hold on to important skills like vocabulary, comprehension, and fluency. With a little planning, families can support their child’s learning while still making time for play, creativity, and family fun. 

Reading is for everyone! No matter a child’s learning style or ability, there are ways to make reading accessible and enjoyable. For children with learning disabilities, vision challenges, or physical conditions like cerebral palsy, there are tools and resources that can help. One example is Bookshare, a free service that provides e-books in alternative formats such as audiobooks, braille, large print, and more. These options allow all children to experience the joy of reading and continue building their skills in ways that work best for them.

Understand Your Child’s Reading Level

Understanding your child’s reading level and the typical milestones for their age can help you choose the right books and activities to support their growth. Reading milestones—like recognizing letters, sounding out words, or understanding story structure—give helpful clues about what your child is ready to learn next. If possible, ask your child’s teacher for information about their current reading level before summer break. This can help you use any reading guides from the school or library more effectively.

You can also use tools like the Learning Heroes ‘Readiness Check’ to get a quick snapshot of your child’s reading skills. Knowing what your child can do—and what they’re still working on—makes it easier to find books that are just right: not too easy, not too hard, and still fun to read. Matching reading materials to your child’s level helps build confidence and keeps them moving forward.

Washington State’s Office of Superintendent of Public Instruction (OSPI) offers helpful guidance for teachers and families through its Early Literacy Pathways booklet, which includes a chart of developmental milestones linked to reading. Understood.org also provides a helpful guide called Reading skills at different ages, which outlines what reading progress typically looks like from early childhood through middle school.

Follow Your Child’s Lead

Ask a librarian to show you where to find books in your child’s general reading level, then turn your child loose to explore. Children will often gravitate to books that look interesting and accessible.

Don’t worry if the child wants to explore a book that seems too easy or too hard. Keep in mind that the point is to keep the child interested in reading. Sometimes children need something easy to keep it fun, and sometimes the subject of a harder book makes it more fascinating. 

Some children choose comic books or books with diagrams, which are rarely included on teacher lists but can keep kids going to the library. Consider whether guilt-free reading options might reduce battles and keep eyes engaged on the page. Any format that captures a child’s imagination and makes them enjoy reading is valuable. Consider graphic novels, audio books, read aloud online videos, or e-readers in addition to traditional books.

Pull Words from the Page

Some kids enjoy reading more when it’s hands-on or uses more than just words. Adding pictures, sounds, movement, or even smells and tastes can make reading easier and more fun. Multisensory reading activities help children connect with stories in meaningful ways,

The infographic below contains screen-free multisensory ideas. Try these ideas:

Download the Multisensory Activities Infographic in:
English | Chinese (Simplified) 中文 (Zhōngwén) | Korean 한국어 (Hangugeo) | Russian Русский (Russkiy) | Somali Soomaali | Spanish Español | Tagalog | Vietnamese Tiếng Việt

Encourage Reading Comprehension Skills

Building strong reading comprehension skills helps children understand, remember, and enjoy what they read. It’s not just about recognizing words—it’s about making meaning from the text. These skills help kids follow the story, understand characters’ actions, and learn new ideas and vocabulary. They also allow children to connect what they read to their own lives or other books, which deepens their understanding. When kids ask questions and think about the story in different ways, they grow into more confident and capable readers. Encouraging curiosity, discussion, and creativity during reading time can make a big difference in how well children engage with books.

Some ideas to support reading comprehension at home are:

  • Ask open-ended questions during and after reading to spark thinking and conversation.
  • Make predictions about what might happen next in the story.
  • Connect to personal experiences or other books to help kids relate to the story and understand it better.
  • Use visuals like drawings, story maps, or graphic organizers to break down key ideas.
  • Reread favorite books to reinforce understanding and notice new details.
  • Discuss new vocabulary and use it in different contexts to build word knowledge.
  • Summarize together—ask your child to retell the story in their own words.

Use Interactive Tools to Boost Literacy

Another great way to support comprehension is by using interactive tools that bring stories to life. Digital reading platforms and apps often include features like audio narration, animations, and games that help kids stay focused and understand what they’re reading. Many of them also offer books at different levels, so kids can read at their own pace while still being challenged. Below are some free interactive reading platforms that make reading both fun and educational:

  • Storyline Online: Celebrities read books aloud with animations
  • Unite for Literacy: Digital picture books with narration in multiple languages
  • PBS Kids Reading Games: Interactive games and stories with PBS characters
  • Starfall: Phonics and reading activities for Pre-K to Grade 2
  • International Children’s Digital Library (ICDL): Books from around the world in many languages
  • Oxford Owl: Free eBooks and parent resources for ages 3–11
  • ReadWorks: Reading passages with comprehension questions and audio support
  • CommonLit: Reading lessons for Grades 3–12 with accessibility tools

Ask the teacher or school district what they offer over summer. Many schools partner with local organizations or offer school-supported access to digital learning applications, such as:

From May 9th through September 12th, kids can explore the Scholastic Summer Challenge: Home Base, a free mobile phone app full of stories, games, and favorite book characters. Home Base is moderated 24/7 to keep it safe and welcoming for all readers. Kids can attend virtual author events, play book-themed games, write stories and comics, and discover new books to enjoy.

Many Washington state public libraries offer free access to digital reading platforms like Libby and Overdrive, where families can check out audiobooks and eBooks with a library card. For younger children, ask your local librarian about themed kits—these are specially curated for preschoolers and include books and toys centered around fun topics like counting, transportation, farms, colors, and seasons. These kits make reading interactive and engaging for little learners.

Make Reading Part of Everyday Activities

Children learn reading habits from their family, and when adults show they love to read, children will often model that behavior.

Read during everyday activities. Notice and read signs and billboards while you travel around town. Ask children to read the recipe while they help prepare a meal. They can help read a text message, an email, or a letter that came in the mail. Turn on the television’s closed caption feature, so a favorite show includes the words to read and follow along.

Everyone Wins with Playful Reading Rivalry

Encouraging friendly competition is a great way to keep kids motivated to read over the summer. Turning reading into a fun challenge—like participating in a read-a-thon or a family reading contest—can inspire children to pick up more books and stay engaged. Whether it’s tracking the number of books read, minutes spent reading, or completing themed reading challenges, a little competition can go a long way. Offering small rewards, celebrating milestones, or creating a shared reading chart can make the experience exciting and rewarding for everyone involved.

Washington families can take advantage of a variety of summer reading programs that offer fun incentives to keep kids motivated. Many public libraries across Washington participate in the Collaborative Summer Library Program (CSLP), which encourages kids to keep reading all summer long. Through this statewide initiative, children can join reading challenges at their local library and earn prizes for reaching reading goals—such as reading for a certain number of days or completing themed activities. Libraries often offer badges, small rewards, and special events to celebrate progress and keep kids motivated.

Barnes & Noble offers a free (B & N) Summer Reading Program for children in grades one through grades 6. Read a total of eight books, write the title of each book and what your child like best about the book on their journal. Take the completed journal to Barnes and Noble to get a free book from the booklist for their grade.  Visit the store to ask for a journal or print out the journal at home, to track summer reading. Similarly, Books-A-Million offers a fun reward for summer readers. Kids who read a book from the Summer Reading Adventure list and complete a printable reading log can earn a themed backpack. 

Even Chuck E. Cheese joins in with a Reading Rewards Calendar, available for download in English and Spanish, that earns kids free play points. When kids meet their reading goals, they can bring the calendar to a Chuck E. Cheese location and receive 10 free bonus Play Points through the Page Turning Pro Award. Whether it’s a bedtime story or a brand-new chapter book, this reward celebrates their effort and helps make reading feel like a win. These and other downloadable resources are available on Chuck E. Cheese’s Parent Resource Center webpage.

Additional Summer Reading Resources

Washington State Library has free access to everyone a Washington State Library Digital Inclusion Resource Collection. The Resource Collection contains links to Goodwill job skill training, LinkedIn Learning, and other learning opportunities. LinkedIn Learning offers short classes in photography and other personal interests in addition to business classes. There are thousands to choose from based on personal interest and the classes are all free.

Search locally online for “summer reading [your city]” or “summer reading program near me” because many local or state-specific businesses and restaurants host summer reading programs.

Final Thoughts

Summer is a season full of possibilities—and reading can be one of the most rewarding adventures of all. Whether your child is flipping through picture books, listening to audiobooks, or diving into a favorite series, every page helps build skills, spark imagination, and foster a lifelong love of learning. With so many accessible tools, community programs, and creative ways to make reading fun, families can turn summer into a time of growth and discovery. So grab a book, find a cozy spot, and enjoy the journey—because every story is a step forward.

Happy reading this summer and always!

Learn More

Dyslexia Screening and Interventions: State Requirements and Resources

A Brief Overview

  • Dyslexia is a common condition that makes it hard to work with language. Reading difficulties are one sign of dyslexia.
  • Washington passed a law in 2018 requiring schools to screen young children for indicators of dyslexia. The law took effect in the 2021-22 school year.
  • Dyslexia isSpecific Learning Disability. Students with learning disabilities are eligible for an Individualized Education Program (IEP) if they demonstrate a need for Specially Designed Instruction (SDI). SDI is key when a student isn’t keeping up with grade-level work and standard teaching strategies aren’t working.
  • The Revised Code of Washington (RCW 320.260) requires schools to support literacy with “multi-tiered” programming. That means schools provide different levels of help for all students who need it, regardless of special education eligibility.
  • Washington Office of Superintendent of Public Instruction (OSPI) has handouts about dyslexia screening and supports in WA Schools, some in multiple languages.
    [ ខ្មែរ (Khmer), 한국인(Korean), ਪੰਜਾਬੀ (Punjabi), Русский (Russian), Soomaali (Somali), Español (Spanish), Filipino/Tagalog, 中國人(Traditional Chinese), and Tiếng Việt (Vietnamese)] They are listed at the end of this article.

Full Article

A child who struggles to read can quickly fall behind in school. Nearly every learning area includes some reading, and children might become confused or frustrated when they don’t get help to make sense of their schoolwork. Behavior challenges can result, and sometimes schools and families struggle to understand why the student is having a hard time. Reading difficulties affect a student’s literacy. One definition of literacy is the ability to read, write, speak and listen in ways that let people communicate well. The Revised Code of Washington (RCW 320.260) requires schools to support literacy with “multi-tiered” programming to help with reading difficulties.

One cause of difficulty with reading is a specific learning disability called dyslexia. The state’s definition of dyslexia, adopted in 2018, is similar to a definition promoted by the International Dyslexia Association. According to Washington State’s definition:

“Dyslexia is a specific learning disorder that is neurological in origin and that is characterized by unexpected difficulties with accurate or fluent word recognition and by poor spelling and decoding abilities that are not consistent with the person’s intelligence, motivation, and sensory capabilities.”

Understood.org provides a video and additional materials to learn about dyslexia. Here’s their plain language definition: “Dyslexia is a common condition that makes it hard to work with language.”

Washington State requires dyslexia screenings (tests to find out if a student may have or be at risk for dyslexia) and interventions (help with reading). Lawmakers in 2018 passed Senate Bill 6162 to require schools to screen children from kindergarten through second grade using state-recommended literacy screening tools. The law took effect in 2021-22.

Since reading is used in almost every learning area, this law means schools have a duty to identify students who show signs of possible dyslexia while they are in their early reading years. The law also requires schools to provide “interventions” (help) to students identified through the screening.

OSPI offers a Fact Sheet about the screening in multiple languages. It includes the reason for the screening, who gives the screening, the skills that are screened, the process, and information about dyslexia.

What happens if the screening shows indicators (signs) of dyslexia?

The law requires the school to:

  • Notify the student’s family of the identified indicators and areas of weakness
  • Share with the family the school’s plan for multitiered systems of support to provide supports and interventions (help with reading)
  • The notice should include resources and information about dyslexia for the family’s use.
  • Update families regularly on the student’s progress

How can families tell if a student has trouble, or may have trouble with reading and language? Families can look for these signs in children who are toddlers and pre-kindergarten:

  • Trouble learning simple rhymes
  • Speech delays
  • following direction
  • Difficulty reading short words or leave them out
  • Trouble understanding the difference between left and right
    -Child Mind Institute Parent Guide to Dyslexia.

Screening happens in kindergarten through grade 2. If a student is already older than that, families can check for these signs of reading and language difficulty at home.

Understood.org states: “Dyslexia can also cause trouble with spelling, speaking, and writing. So, signs can show up in a few areas, not just in reading.” Understood.org lists these signs for students older than grade 2: Signs a Student May Have Dyslexia (handout)

The Washington Office of Superintendent of Public Instruction (OSPI) offers a Family and Caregiver Discussion Guide that may help when families are planning to speak to their child’s teacher or school administrators about their student’s reading difficulties, behavior, or other concerns.

What happens if the screening shows a student has signs of dyslexia, or if families or teachers notice signs and want a student to get help?

The school puts multi-tiered systems of support (MTSS) into action. “Multi-tiered systems” usually means beginning reading help as part of regular classroom reading instruction. If a student’s reading difficulties continue, the student may get more intensive instruction in smaller groups, and perhaps move up to intensive one-on-one time with a reading instructor. For any of these levels, the reading instruction must be “evidence-based” methods which means the methods have been tested and shown to be useful in helping with reading difficulties.

This guide for schools from OSPI has details about MTSS.

These more intensive levels of reading help may work very well. Not every reading difficulty is due to dyslexia, and not every person with dyslexia has the same level or type of reading difficulty.

At any point during these interventions, families or teachers may see a student is not making progress and ask that the student be evaluated for special education to see if the student qualifies for an Individualized Education Program (IEP). An IEP can provide Specially Designed Instruction (SDI), which means instruction will be based on the student’s unique needs and provide extra instructional time, assistive technology, and other supports.

The federal law that provides special education eligibility and funding is called the Individuals with Disabilities Education Act (IDEA). According to the IDEA, Dyslexia is a Specific Learning Disability. Specific Learning Disability is a category of eligibility for an Individualized Education Program (IEP). IDEA states that students have the right to a Free, Appropriate Public Education (FAPE), and the IEP is a key factor in a student having FAPE.

What types of help can a student get with reading and literacy?

Multi-tiered systems of support (MTSS) use instruction methods that have been proven to work for many students, starting with help in the general (regular) classroom. If a student doesn’t make progress that way, the student may join a smaller group for that gives each student more time with a teacher or reading specialist and even move on to one-to-one instruction with a reading specialist. These options are available to any student who shows signs of dyslexia or reading difficulty. OSPI offers Dyslexia Guidance (for schools): Implementing MTSS for Literacy with more specific information.


IEP: Students can get Specially Designed Instruction (SDI) based on their unique needs, such as particular areas of language and literacy where they have difficulties. Reading programs offered by the school can be included in an IEP. IEPs can include accommodations, which may include texts and instructions in audio format, text-to-speech/speech to text software, recording oral answers to assignment or test questions, access to distraction-free location for reading, allowing extra time to complete work or tests, and many more. Accommodations for Students with Dyslexia by the International Dyslexia Association lists many other options.

Section 504 Plan: Section 504 plans don’t include Specially Designed Instruction. They do include accommodations.

The National Center on Improving Literacy has information on when a Section 504 plan may make sense for a student with reading difficulties or dyslexia. They note that Section 504 Plans, which fall under Section 504 of the Rehabilitation Act of 1973, do not provide for Specially Designed Instruction. If a student’s reading has improved without an IEP by receiving multitiered systems of support, a Section 504 plan may offer Assistive Technology options, spelling checks, extended time on assignments and testing and other accommodations.

PAVE has articles and a video with more information about special education, IEPs, and Section 504 plans.

Interventions (help with reading) are schoolwide

Not all students who need reading support will need IEPs or a Section 504 Plan. The Revised Code of Washington (RCW 320.260) requires schools to support literacy through “evidence-based multi-tiered” programming. That means schools provide different levels of support for all students who need help, whether or not the student has an IEP or Section 504 Plan.

Some schools have reading programs funded by Title 1, which is part of a federal law called Every Student Succeeds Act (ESSA). Title 1 is funded to close opportunity gaps related to poverty and other measures.  

TIP: Ask about all options for reading support at your school. If a student with an IEP participates in a schoolwide reading program, then the IEP can list that program as part of the student’s services.

Dyslexia can be identified and helped without a diagnosis

Students do not need a diagnosis of dyslexia to be evaluated (tested) for special education eligibility. If the family has concerns, they can ask the school to evaluate the student. Requests should be in writing. PAVE provides a sample letter to help families request an educational evaluation.

Here’s a sentence to include in the evaluation request letter:

“I need my child tested for a specific learning disability. I believe there is a problem with reading that is disability related.”

TIP: When a student’s need for reading help qualifies for an IEP, there are important things that families need to know about how IEPs work, what the goals are for the student’s reading abilities, what type of reading help will be given, where the Specially Designed Instruction will take place, and what the parent’s and student’s roles and responsibilities are when their student has an IEP. These are the basics:

  • IEP Eligibility is based on a student’s needs
  • Specially Designed Instruction (SDI) serves the identified needs
  • The IEP tracks learning progress with specific goals in each area of SDI

What options do families have if they disagree with a school’s decisions about their student’s reading supports or other decisions?

  • If a student has not been screened for signs of dyslexia and the family has concerns, a first step is to meet with the student’s teacher. This article by the International Dyslexia Association offers specific steps families can take.
  • Families can request an evaluation to see if the student qualifies for an IEP or a Section 504 Plan.
  • If families disagree with the evaluation, they can request an Independent Educational Evaluation (IEE) from a provider outside the school. This article from PAVE gives steps and a sample letter to request and IEE: Evaluations Part 2: Next Steps if the School Says ‘No’
  • If the student has an IEP, this article gives specific steps to follow: Parents as Team Partners: Options When You Don’t Agree with the School.
  • For students with a Section 504 Plan, OSPI recommends:
    “The Section 504 coordinator in each district makes sure students with disabilities receive the accommodations they need and respond to allegations of discrimination based on disability. [Section 504 coordinators are members of a school’s Section 504 team which develops 504 Plans to accommodate a child’s needs]. A discussion with your school principal, or Section 504 coordinator at the school district, is often the best step to address your concerns or disagreements about Section 504 and work toward a solution. Share what happened and let the principal or coordinator know what they can do to help resolve the problem. If you cannot resolve the concern or disagreement this way, you can file a complaint.”

What else to know:

Keep in mind that families and schools don’t need to use the term dyslexia at all. They can talk about a student’s learning disability in reading, writing, or math in broader terms such as “Specific Learning Disability.” Under the Individuals with Disabilities Education Act (IDEA), dyslexia is a Specific Learning Disability that qualifies a student for special education.

Specific Learning Disability is defined by the Washington Administrative Code (WAC 392-172A-01035):
“Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia, that adversely affects a student’s educational performance.”

The state’s definition of learning disability excludes “learning problems that are primarily the result of visual, hearing, or motor disabilities, of intellectual disability, of emotional disturbance, or of environmental, cultural, or economic disadvantage.”

Here’s a handout on Accommodations and Modifications for Students with Dyslexia.

Resources

From PAVE:

Special Education is a Service, Not a Place
Student Rights, IEP, Section 504 and More (video)
Steps to Read, Understand, and Develop an Initial IEP
Supporting literacy: Text-to-Speech and IEP goal setting for students with learning disabilities
IEP Tips: Evaluation, Present Levels, SMART goals
Section 504: A Plan for Equity, Access and Accommodations
Evaluations Part 2: Next Steps if the School Says ‘No’
There’s more: just type “Special Education,” “IEP” or “504” in the search bar

From OSPI:

Family and Caregiver Discussion Guide with Educators and Schools
Understand Literacy Screening: Parents and Families
Available in ខ្មែរ (Khmer), 한국인(Korean), ਪੰਜਾਬੀ (Punjabi), Русский (Russian), Soomaali (Somali), Español (Spanish), Filipino/Tagalog, 中國人(Traditional Chinese), and Tiếng Việt (Vietnamese)
Best Practices for Supporting Grades 3 and Above
Section 504 & Students with Disabilities (web page)
Dyslexia Guidance (for schools): Implementing MTSS for Literacy

Dyslexia awareness is promoted by the National Center on Improving Literacy (NCIL), which provides resources designed to support families, teachers, and policy makers. On its website, the agency includes state-specific information, recommends screening tools and interventions and provides research data about early intervention.

The International Dyslexia Association has many detailed resources for families.

Supporting literacy: Text-to-Speech and IEP goal setting for students with learning disabilities

A child who struggles to read can quickly fall behind in school. Nearly every academic area includes some reading, and children might become confused or frustrated when they don’t get help to make sense of their schoolwork. Behavior challenges can result, and sometimes schools and parents struggle to understand why the student is having a hard time.

This video provides information about two primary ways that schools can support students with learning disabilities that impact literacy:

  • Text-to-Speech (technology that provides audio-visual communication)
  • Specially Designed Instruction (SDI)

Student learning accelerates when both strategies work together, and this video provides tips for making that happen.

Washington passed a law in 2018 requiring schools to screen young children for the indicators of weaknesses associated with dyslexia and support literacy across all grades. The law took effect in the 2021-22 school year. PAVE provides an article with more information: Dyslexia Screening and Interventions: State Requirements and Resources.

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