Ready Reader: Supporting Literacy Learning in an After-School Program

• In Event: Addressing the Challenges of Early Literacy Teaching and Learning: Report From a Multisite, Multiyear Initiative

Abstract

This paper describes how the coordinated efforts of 15 New York City Public schools and Chinese American Planning Council, Cypress Hills Local Development Corporation, CAMBA, and ExpandEd Schools delivered a literacy program (Ready Readers) to early elementary school children over the 2016-2017 academic year. Through the lens of high quality program characteristics, we discuss the implementation of the program including the relationship between community based organizations and the urban public schools, regular staff development workshops and institutes, weekly planning sessions, and how book selection with follow up activities are chosen and delivered.
There has been discrepancy about the effects of after-school programs, some finding positive association between the after-school program and academic success and other studies have yielded null or negative correlations (for example Grogan et al., 2014; Mahoney et al., 2005). Yet, studies have indicated that when academic success has had a positive association to an after-school program, the programs show a pattern of common characteristics (for example Grogan et al., 2014; Mahoney et al., 2005; Sadler, et al., 2008; Sheldon et al., 2010). Among the characteristics of an after-school program associated with student academic achievement are student engagement, increased opportunity for participants to interact with books, provision of appropriate structure, and regular attendance.
The Ready Reader after-school program is housed in 15 urban public school settings and each is associated with a community-based organization. Children received structured literacy instruction for two hours a week as part of the after school program. The template for a highly structured lesson plan includes interaction with high quality books, vocabulary development, open-ended questioning, and literacy-based follow up activities.
We present a case study of the program. We present outlines of presentations for professional development, share the model for lesson plans and delivery to children, and invite questions from session participants.
Data was gathered from professional development workshops, observation reports from an outside consultant, and pre- and post – scores on the Fountas and Pinnell running records. Literacy Managers of the sites also shared their observations and work with instructional staff for program improvement.
As a result of analyzing our program data, we learned that an engaging, literacy-rich environment led to improved academic achievement among Ready Reader participants. Additionally we see that the focused professional development led to increased instructional staff ability and ownership of the program.
While the program is being offered to more children at each site and additional sites are being added to the 2017-2018 academic year, the information gathered from the this year lays the groundwork for program expansion and improvement.

Authors

• Deborah Ann Jensen, Hunter College - CUNY

• Joel Nunez, ExpandED Schools