How Are We Doing? Studying an Afterschool Literacy Program

• In Event: Attending to Diverse Student Populations

Abstract

A growing body of evidence suggests that reading problems are preventable for the vast majority of students who encounter difficulty in learning to read if these students receive extra support in the form of an early intervention program (Hiebert & Taylor, 1994).
The Early Literacy Program, an afterschool intervention program, developed for a school district in the Midwest, was designed to prevent problems in literacy from developing rather than trying to correct the problems after they are established. The program was established in 2009 and has successfully provided critical early literacy intervention to preschool through third grade students. Currently, we are evaluating the Early Literacy Program specifically to answer the research questions, “What is the effect of the Early Literacy Program on reading achievement of at-risk students ages Kindergarten to grade 3 and to explore the voices of the Early Literacy Program students’ experiences in the program?” We will present the components of the Early Literacy Program, our methodology in evaluating the program, and preliminary data.

Authors

• Robyn White, Madisonville Education and Assistance Center

• Teresa Young, Xavier University

• Lorelle Lentz, University of Cincinnati