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

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 f...

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Veröffentlicht in:	Child & youth care forum 2018-08, Vol.47 (4), p.537-561
Hauptverfasser:	Bayless, Sara Douglass, Jenson, Jeffrey M., Richmond, Melissa K., Pampel, Fred C., Cook, Miranda, Calhoun, Molly
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic Achievement Achievement After School Programs At risk populations At Risk Students At risk youth Behavioral Science and Psychology Child and School Psychology Children Comparative Analysis Competence Control Groups Correlation Early intervention Educational attainment Educational Finance Elementary School Students Experimental Groups High risk Kindergarten Literacy Literacy Education Literacy programs Longitudinal Studies Low Income Low income areas Low income groups Neighborhoods Original Paper Program Effectiveness Program Evaluation Propensity Psychology Public Housing Quasi-experimental methods Quasiexperimental Design Reading comprehension Reading Improvement Reading Skills Research design Residence Skills Students Support services Training Tutoring Youth
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