Morris, Sherill V. C.
B.S. (Bachelor of Science)
School of Allied Health and Communicative Disorders
The development of phonological awareness and reading comprehension skills is an important progression in reading acquisition. In this study, an analysis was used to examine the efficacy of an after-school reading program for 29 children who participated in the program. There were 14 first graders who received between 0 and .98 hours of intervention while another group of 15 first graders received between 1.17 and 2.30 hours of additional support. After an Analysis of Variance test, first group of students who received minimal intervention scored better than the students who received the most support. Despite the amount of services provided, the student who received more intervention performed more poorly on the tests than the other students who did not receive as much intervention. Factors contributing to these results include genetics and the choice of the teacher to withhold the child from services because they are believed to catch up on their own.
Hardwick, Jeri, "The efficacy of after-school reading programs : a case study of a midwestern elementary school" (2013). Honors Capstones. 1167.
Northern Illinois University
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