Extracts from this document...

Introduction

Literacy Development in Afterschool program at Yeronga State High School Introduction Yeronga State High School was established in 1959 by Queensland Government on 60 acres of land. This school comprises of student from more than 60 cultural and linguistic back grounds, many students come from Africa, Iraq, Iran and Afghanistan. More than 90% of this population is refugees coming from war-torn countries suffering from war trauma. This study is carried out during a Volunteering for ESL (English as Second Language) program for grade 8 to12 student. As a volunteer, there was an opportunity to participate in various afterschool program run by school such as Homework club. This project report attempts to comprehend field of literacy in afterschool program with a focus on researches made in past relates to literacy practise and outcome. The core objective is to investigate how the literacy is developed among student during this process through informal oral interview and observations. This paper also investigate what problem student face in after school program and what steps needs to be taken to over come that problem as an educator. This project report endorsed the fact that after school programs with experience and activities enhance child's literacy development which is a consistent argument as per academic literature authored by Garbarino and others (Garbarino et al., 1992; Werner, 1990).In order to have a crystal clear understanding of development of literacy occurred in afterschool program, an extensive literature review has been done. It would be really important to note that this project report covers a small body of research so as a reader one should emphasize on relevance and significance of the literature review in context of the body of this project report. This project report briefly discuss of pertinent research related to specific literacy application. These applications are selected on the base of their existence at after school program at school, their endorsement in research in the filed of afterschool program and literacy and their appropriateness. ...read more.

Middle

Jstor for search using the keywords "read aloud' and "afterschool," "dramatization" and "afterschool," and "bookdiscussion" and "afterschool," and associated terms as well as Manual searches of the contents of several journals that published afterschool outcome studies. > Reports based on some methodological and content grounds were excluded. Such as After School Programs that focused on academic performance or school attendance and only reported such outcomes, adventure education and Outward Bound programs, extracurricular school activities and summer camps. This also includes extracurricular school activities, academic and recreational programs conducted during the summer, and educational and social events offered by local libraries, museums, parks and faith-based institutions. These types of activities were not included in our review. > Study sample of this project was a student of Yeronga state high school selected in random order for an informal oral interview during their afterschool program activities. > No standard format was followed informal interview however, question asked during the interview process and times for each interview were kept same in order to maintain uniformity in process. > The research on these literacy practices-reading aloud, dramatization, and book discussion-provides strong support for their inclusion in afterschool programs. Although the available research on literacy practices in the afterschool context does not provide obvious results regarding their benefit in that context, their general benefits are well established Analysis According to D'Amico (2001) and Soto (1990), Race, class and ethnicity remain powerful predictors of school achievement. Despite 40 years of education reform (Alexander, Entwisle & Bedinger, 1994), the achievement gap-the differences in school performance between rich and poor children, between children in affluent communities and those living in poor communities, and between white children and Asian on one hand, and African American and Latino children on the other-persists. Students who are engaged in learning take interest in their schoolwork, make an effort to earn good grades, and attempt to master the subject matter on their own before requesting assistance (Connell, Halpern-Felsher et al., 1995). ...read more.

Conclusion

Portsmouth, NH: Heinemann. * Rowe, D.W. (1998). The literate potentials of book-related dramatic play. Reading Research Quarterly, 33(1), 10-35. * Scharf,A. & Woodlief, L. (2000). Moving Toward Equity and Access in After school Programs: A Review of the Literature (Working Paper #2). Oakland, CA: California Tomorrow * Schinke, S. P., Orlandi, M.A. & Cole, K. C. (1992). Boys and girls clubs in public housing developments: Prevention services for youth at risk, Journal of Community Psychology OSAP Special Issue, pp. 118-128. * Schlegel, C. (2003). Citizen Schools: Evaluation summary. In B. M. Miller (Ed.). Boston, MA. * Sheley, J. (1984). Evaluation of the centralized, structured after-school tutorial. journal of Educational Research, 77, 213-217. * Solodow,W. (1999).The meaning of development in middle school. In J. Cohen (Ed.), Educating Minds and Hearts: Social Emotional Learning and the Passage into Adolescence (pp. 24-39). New York:Teacher's College Press. * Soto, L. D. (1990). Families as Learning Environments: Reflections on Critical Factors Affecting Differential Achievement (unpublished paper, ERIC ED 315-498). Erie, PA: Pennsylvania State University. * Spielberger, J., & Halpern, R. (with Pitale, S., Nelson, E., Mello-Temple, S., Ticer-Wurr, L., et al.). (2002). The role of after-school programs in children's literacy development. Chicago, IL: University of Chicago, Chapin Hall Center for Children. * Stone, S., & Christie, J. (1996). Collaborative literacy learning during sociodramatic play in a multiage primary classroom. Journal of Research in Childhood Education,10(2), 123-133. * Timmer, S., Eccles, J. & O'Brien, K. (1985). How children use time. In F.T. Juster & F. Stafford(Eds.), Time, Goods and Well-being pp. 353-382. * Weissberg, R. P. & Greenberg, M.T. (2000). School and community competence-enhancement and prevention programs. In W. Damon (Ed.), Handbook of Child Psychology Vol. 4, pp. 877-954. New York: John Wiley and Sons, Inc. * Werner, E. (1990). Protective factors and individ-ual resilience. In S. J. Meisels & J. P. Shon-koff (Eds.), Handbook of early childhood intervention (pp. 97-116). New York: Cam-bridge University Press. * Zill, N., Nord, C.W. & Loomis, L. S. (1995). Adolescent Time Use, Risky Behavior and Outcomes: An Analysis of National Data. Rockville, MD:Westat. ?? ?? ?? ?? 1 ...read more.

This student written piece of work is one of many that can be found in our University Degree Teaching section.