Literaturnachweis - Detailanzeige
| Autor/in | Hathaway, Debra Ann |
|---|---|
| Titel | Afterschool Program Effectiveness on Literacy Growth for Children Attending a High Poverty School |
| Quelle | (2018), (102 Seiten)
PDF als Volltext Ph.D. Dissertation, Northcentral University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-4387-0585-2 |
| Schlagwörter | Hochschulschrift; Dissertation; After School Programs; Program Effectiveness; Literacy; Disadvantaged Schools; Low Income Students; Reading Achievement; Socioeconomic Status; Elementary School Students; Children; Vermont |
| Abstract | Schools in Vermont have followed a trend of partnering with out of school time afterschool and summer programs to address academic achievement gaps for students that are socioeconomically disadvantaged. The theoretical framework that informed this study was based in constructivist theory and experiential learning. The problem addressed in this study was out of school time afterschool programs are increasingly part of academic interventions in literacy with little evidence of effectiveness at addressing the lower levels of reading achievement for children of low socioeconomic status. The purpose of this quantitative comparative study was to evaluate the effectiveness of out of school time academic interventions in literacy during the afterschool hours at a 100% community eligible free and reduced lunch elementary school. The research question investigated was: What are the differences in literacy growth between students that are regular attendees at an out of school time program and those students that do not attend an out of school time afterschool program as measured by Fountas and Pinnell benchmark assessment? In this study students (N=292) were identified as regular attendees or non-attending then their literacy growth was calculated for literacy scores between fall and spring for the 2016-2017 academic school year. No significant between group differences were found for Fall, Spring or Growth scores which provided support to retain the null hypothesis. The results are important because it quantitatively addressed the assumption that attending out of school time afterschool programs would significantly improve the trajectory of reading growth for attending students. Since the null hypothesis was retained the OST program was not conclusively associated with the reading growth of attending students. This study further supported the need to collect and interpret student data to evaluate OST programs to improve quality and effectiveness. The lower reading scores of the students in the OST program lead to other demographic questions that may have influenced this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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