Summer tutoring: an investment that pays off in September
The summer slide
Summer arrives, students put away their notebooks. They give in to the ease of long summer days. They use this time to forget the worries of the school year.
However, a phenomenon known as the "summer slide" deserves our attention. It should not be taken lightly during this period. The phenomenon is that, during long breaks from school, some students can lose the academic ground they have gained.
Difficulties encountered on returning to class
- Forgetting important concepts
- A drop in academic performance
- Loss of work habits
- A slower start
- Increased risk of dropping out
A study on a full-time school program
A study published in 2008 examined the effects of a full-time school program on children's development. It divided students into two different groups. One attended school full time, the other half time.
The study showed that full-time students have better reading comprehension. They have a more positive attitude and achieve better results.
That said, those same students tended to be less attentive, less focused on the task in class, and generally more tired. The study's authors note that parents of full-time students see more progress in their children.
A solution
In light of this, it would be helpful to offer tutoring sessions every week. This would help children keep learning throughout the year, without too much pressure.
Tutoring can help review what was difficult last year. It can also give a head start on the year ahead. It is best not to hold sessions every day. That would avoid tiring the child out before the new school year begins.
Learning over the summer in an enjoyable way with Succès Académique is a good way to give your child the tools they need. It will help them stay engaged, motivated and ready for the return to school!
[1]Prel. (n.d.). https://prel.qc.ca/
[2] Herry, Y., Maltais, C. & Mougeot, C. (2008). Effets d'un programme de maternelle, à temps plein, en Ontario français, sur le développement des enfants à la fin de la 2e année primaire. Revue des sciences de l'éducation, 34(1), 87‑106. https://doi.org/10.7202/018991ar
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