This study considers the existence of a decline of academic skills in the summer – the so-called “summer slide” – in the context of a relatively short, six-week summer holiday. It further proposes that the extent of this decline will be moderated by home-based practice, and that this practice itself is a function of student and context-level factors. To investigate these issues, a pre-post (summer) study on mental arithmetic was conducted in the summer of 2018 among 932 Dutch grade 2 children. The results demonstrate a sizeable summer learning loss, finding a 0.26 s.d. decline in performance post vs pre-summer. The effect is significantly ameliorated through observed practice on an online educational platform (Squla), but not through self-reported practice. In contrast, perceived competence, gender, and socio-economic status correlate with self-reported practice, but not with observed practice. We discuss the implications of these results for existing and future research in the literature.

这项研究考虑了在相对较短的六周暑假期间，夏季学术能力下降的情况，即所谓的“夏季幻灯片”。它进一步建议，这种下降的程度将通过家庭实践来缓解，并且这种实践本身是学生和背景因素的函数。为了调查这些问题，2018年夏季对932名荷兰2级儿童进行了心理算术的事前（夏季）研究。结果表明，夏季学习损失很大，与夏季前相比，性能下降了0.26 sd。通过在在线教育平台（Squla）上观察到的实践可以显着改善这种效果，但不能通过自我报告来改善实践。相反，感知能力，性别和社会经济地位与自我报告的行为相关，但与观察到的行为无关。我们讨论这些结果对文献中现有和未来研究的意义。