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

Autor/inn/en	Bayless, Sara Douglass; Jenson, Jeffrey M.; Richmond, Melissa K.; Pampel, Fred C.; Cook, Miranda; Calhoun, Molly
Titel	Effects of an Afterschool Early Literacy Intervention on the Reading Skills of Children in Public Housing Communities
Quelle	In: Child & Youth Care Forum, 47 (2018) 4, S.537-561 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bayless, Sara Douglass)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-1890
DOI	10.1007/s10566-018-9442-5
Schlagwörter	Program Effectiveness; After School Programs; Public Housing; Literacy Education; Comparative Analysis; Reading Skills; Low Income; At Risk Students; Kindergarten; Elementary School Students; Tutoring; Control Groups; Experimental Groups; Neighborhoods; Quasiexperimental Design; Reading Improvement; Longitudinal Studies; Program Evaluation; Academic Achievement; Correlation + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Sozialer Wohnungsbau; Reading skill; Lesefertigkeit; Niedriglohn; Förderkonzept; Nachhilfeunterricht; Neighbourhoods; Nachbarschaft; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Programme evaluation; Programmevaluation; Schulleistung; Korrelation
Abstract	Background: Afterschool programs (ASPs) in the United States have been implemented in low income neighborhoods to enable at-risk youth to access educational support services to increase academic skills. However, mixed findings about the ASPs positively affecting academic performance suggests a need for additional evaluative studies. Objective: The current study examines the effects of literacy training on the reading skills of kindergarten to third grade students who were enrolled in a community-based ASP in four public housing neighborhoods. Participants received structured literacy and reading training, individual tutoring, and a choice-based book distribution program. Method: Assignment to treatment and comparison groups was based on residence in public housing neighborhoods. We implemented a quasi-experimental design to compare improvements in reading proficiency among ASP literacy program participants in four public housing neighborhoods and a comparable group of students residing in two other public housing neighborhoods without this ASP. Participants were enrolled in grades K to 3 (n = 543). The study lasted for 4 years, and an intent-to-treat approach was used to analyze outcomes. Mixed-effects models indicated that among a full sample and propensity-score matched sample, ASP participants demonstrated significantly better reading proficiency than comparison group participants over time. Conclusions: Study findings provide preliminary evidence that it is possible to impact reading proficiency for very high-risk students in the early grades of elementary school. ASPs that target literacy among low-income students could play an important role in boosting student achievement, and therefore in narrowing the achievement gap as young people progress through school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01