Investigating Summer Learning Loses In Reading And Writing Skills: The Slient Impact Of Summer Vacation

Learning loss can be defined as the forgetting of information that students have acquired at school, due to not using this information during periods away from school, and the inability to recall the learned information. The aim of this research is to determine the learning loss about the changes of reading and writing skills of students starting the second grade of primary school after the summer period when they were away from formal education. The research was designed based on the survey model. The research participants are 260 elementary school students who have completed the first grade and were included in the study through appropriate sampling. The research data were collected through the Literacy Assessment Battery (OYAB) and interview forms. Quantitative data were analyzed using SPSS.24, and based on the normal distribution of the data, the “Dependent Samples t-Test” was used from the parametric tests. The data obtained through interviews were analyzed using content analysis. It is thought that the research, which is currently in the writing phase, will contribute to the organization of subsequent learning experiences by identifying learning losses in reading and writing instruction. To prevent losses in reading and writing skills, a holistic approach encompassing the reading and writing process is recommended to support the teaching process within the triangle of teachers, families, and students. Thus, it is suggested to employ personalized artificial intelligence applications in the context of language proficiency to transform the summer vacation period into a time frame where learning and development processes continue.