Effects of an Afterschool Early Literacy Intervention on the Reading Skills of Children in Public Housing Communities

Bayless, Sara Douglass; Jenson, Jeffrey M.; Richmond, Melissa K.; Pampel, Fred C.; Cook, Miranda; Calhoun, Molly

doi:10.1007/s10566-018-9442-5

Cited by 5 publications

(5 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Finally, the research in the project supports the current literature on the efficacy of after school programs on raising the academic achievement of the students as well as the need for after school programs as a tool for closing the achievement gap (Bayless et al, 2018).…”

Section: Relationship Of Results To Existing Literaturesupporting

confidence: 57%

“…School and school district staffs continue to work together to develop innovative plans to support struggling vulnerable learners. Academic programs may take place before or after school, on Saturdays and holidays, or during the summer to provide a range of high-quality enrichment activities to support students' learning and development (Blazer C. , 2016 ) There have been studies conducted on after-school programs in the United States that vary in their purposes such that they have praised the efficacy of after school programs in being able to improve the academic achievement of the participants Bayless et al (2018) discussed the efficacy of an after-school program in improving reading of students from low-income homes. The Bridge Project is a community based afterschool program that focuses on one to one tutoring, small group lessons and a program that gets books into homes.…”

Section: After School Programsmentioning

confidence: 99%

See 1 more Smart Citation

The efficacy of one after school program in raising reading scores in eight Northern British Columbian's vulnerable schools

Douglas¹

View full text Add to dashboard Cite

Elementary schools in Northern British Columbia with vulnerable populations are facing a decline in the academic achievement rates of their students. School districts facing these challenges are focusing their initiatives on intensive interventions to reduce and eliminate the achievement gap affecting the vulnerable populations. The After-School Academic Proficiency (ASAP) Program was a pilot project introduced to eight elementary schools with populations that were deemed vulnerable. Reading data collected from a school district located in Northern British Columbia determined that 49% of Grade 2 students were not meeting expectations. As a result of this data, the school district implemented mandatory programs in its most vulnerable schools to meet the needs of their learners. This quantitative study employed a quasi-experimental design to compare pretest and posttest data collected from the Benchmark Assessment System (BAS) to determine if attendance in the ASAP program had a significant effect on the reading levels of the participants. Fountas and Pinnell's Levelled Literacy Intervention (LLI) System was utilized to provide intensive reading interventions to 102 students in Grades 1, 2, and 3, who attended the ASAP program. The data was analyzed with ANOVA to determine if there were a significant difference in the reading achievement scores between grade levels or site locations. A paired t test was then used to analyze the effects of the after school program on the reading achievement of all the participants in the study.

show abstract

Section: Relationship Of Results To Existing Literaturesupporting

confidence: 57%

Section: After School Programsmentioning

confidence: 99%

The efficacy of one after school program in raising reading scores in eight Northern British Columbian's vulnerable schools

Douglas¹

View full text Add to dashboard Cite

show abstract

“…An important additional consideration is the fact that these different sources of social disadvantage are not randomly distributed in the general population, but rather they are often concentrated within schools, school districts or specific geographic communities (Massey et al, 1991;Jargowsky, 2006;De Langea et al, 2014;Meade, 2014). For this reason, a principal objective of institutional-level strategies is to reduce systemic inequalities and thereby combat academic difficulties for all disadvantaged students (Chittleborough et al, 2014;Jury et al, 2017;Bayless et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

A 10-Year Prospective Study of Socio-Professional and Psychological Outcomes in Students From High-Risk Schools Experiencing Academic Difficulty

Salamon

2020

Front. Psychol.

View full text Add to dashboard Cite

Early academic difficulty reduces the probability of pursuing higher education and has consequences for a wide range of personal and socio-professional outcomes. However, the role of academic performance is often difficult to assess independently from schoolbased influences. This prospective investigation uses a nested high-risk paradigm to examine the role of personal, familial and school-based factors in the prediction of 10-year outcomes. A sample of 131 secondary school students were selected based on scores in the highest or lowest quartiles in national exams, and both groups were selected equally from regular or low-performing schools. Ten years later, 100 of these individuals participated in a follow-up assessment of academic, socio-professional and personal outcomes. Academic difficulty and specific parental professions were strongly associated with a lower probability of pursuing higher education and with a greater likelihood of part-time or minimum-wage employment. No effect was observed for school status and it did not interact with academic performance in predicting the majority of outcomes. Strategies designed to improve individual academic performance and that address familial difficulties should remain priorities for improving long-term outcomes. The lack of influence of school-based characteristics may indicate the efficacy of strategies aimed at reducing inequalities in resources at the institutional level.

show abstract

“…Beberapa anak membutuhkan bantuan lebih banyak, seperti dalam hal frekuensi dan durasi dukungan (Hutchison, 2013). Banyaknya referensi buku di lingkungan siswa merupakan salah satu hal penting untuk memperkenalkan keaksaraan dan kemampuan bahasa pada masa anak-anak (Bayless et al, 2018). Kegiatan literasi membutuhkan penyediaan buku untuk siswa.…”

unclassified

“…Kegiatan literasi membutuhkan penyediaan buku untuk siswa. Siswa membutuhkan bacaan yang menarik dalam membaca buku sehingga dapat mencapai melek huruf dan keterlibatan pada kegiatan literasi yang lebih tinggi (Bayless et al, 2018;Kelley & Grace, 2006).…”

unclassified

Big Book dan Sustained Silent Reading untuk Meningkatkan Kemampuan Membaca Pemahaman

Nurjanah

Widiawati

Suardana

2020

Jur.Pend.Teo.Pen.Peng.

View full text Add to dashboard Cite

Abstract: This study aims to improve reading comprehension in class II MI Islamiyah Kediri City. This type of research is classroom action research. The study was conducted in two cycles. The results showed an increase in students' understanding of reading. The reading comprehension ability test is carried out in writing in the form of a description item. Minimum Mastery Criteria that has been set is 70. In the pre-cycle success percentage of 55.56%, increased to 72.22% in the first cycle, and increased again to 83.33% in the second cycle. he average class success target that researchers set was 80%. The success in the second cycle has reached 83.33%. This means that the average class success target has been achieved.Abstrak: Penelitian ini bertujuan untuk meningkatkan membaca pemahaman kelas II MI Islamiyah Kota Kediri. Jenis penelitian yaitu penelitian tindakan kelas. Penelitian dilaksanakan dalam dua siklus. Hasil penelitian menunjukkan adanya peningkatan pemahaman siswa terhadap bacaan. Tes kemampuan membaca pemahaman dilaksanakan secara tertulis dengan bentuk soal uraian. Kriteria Ketuntasan Minimal yang telah ditetapkan yaitu 70. Pada prasiklus presentase keberhasilan sebesar 55,56%, meningkat menjadi 72,22% pada siklus I, dan meningkat lagi menjadi 83,33% pada siklus II. Target keberhasilan rata-rata kelas yang peneliti tetapkan yaitu 80%. Keberhasilan pada siklus II sudah mencapai 83,33%. Hal tersebut berarti target keberhasilan rata-rata kelas telah dicapai.

show abstract

Effects of an Afterschool Early Literacy Intervention on the Reading Skills of Children in Public Housing Communities

Cited by 5 publications

References 32 publications

The efficacy of one after school program in raising reading scores in eight Northern British Columbian's vulnerable schools

The efficacy of one after school program in raising reading scores in eight Northern British Columbian's vulnerable schools

A 10-Year Prospective Study of Socio-Professional and Psychological Outcomes in Students From High-Risk Schools Experiencing Academic Difficulty

Big Book dan Sustained Silent Reading untuk Meningkatkan Kemampuan Membaca Pemahaman

Contact Info

Product

Resources

About