• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month
  1. 1
  2. 2
  3. 3
  4. 4
  5. 5
  6. 6
  7. 7
  8. 8
  9. 9
  10. 10
  11. 11
  12. 12
  13. 13
  14. 14
  15. 15
  16. 16
  17. 17
  18. 18
  19. 19
  20. 20
  21. 21
  22. 22
  23. 23

Literacy In After school Program

Extracts from this document...


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.


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.


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.

The above preview is unformatted text

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

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related University Degree Teaching essays

  1. Reflective Report On Group Project

    a limited amount of time to produce a research report for his or her degree. In most cases the amount of money available for doing the research is also limited, and the student's research competence (usually) has its limitations as well" (Ghauri and Gronhaug, p47, 2002)

  2. Secret Of Childhood

    It is not the child as a physical but as a psychic being that can provide a strong impetus to the betterment of mankind. It is the spirit of the child that can determine the course of human progress and lead it perhaps to even to a higher form of civilization.

  1. The effect of bullying on children at school

    Whatever the reason, it's important to remember that bullying is not normal, furthermore no one should be desired to be bullied. Aho,S. (1998) The teasers and the teased pupils at school. Scandinavian journal of educational research, Vol.42, No 3,309-318 Aluedse, O.

  2. Case study on children behavior

    When I have collected my data, I will analyze the data and interpret my findings. My primary goal is to investigate Travis's behavior and predict if his actions to provoking stimuli will further impede his academic development.

  1. The humanities subjects all play an important role in the overall curriculum for primary ...

    The mode of teaching in history needs to be organised in such a way that teachers maximise on limited time despite having a lot of material to teach (Kyriacou, 1997). Geography as a subject in the humanities is fundamental.

  2. Describe the roles and responsibilities of the Teaching Assistant

    When working with a group of children, TA should encourage each member of the group to say what they have to say so that they all have an equal opportunity. When working with SEN, It is important to understand what the child's needs are and the areas in which they need to work.

  1. Trace the historical development of physical education and discuss the effects that these developments ...

    This helped with the development of games. There was local variation of games to schools from villages, the students played regularly and in their free time, school rules, skills and boundaries were developed, teams played competitively, the boys organised a self government, codified rules and inter-school fixtures began and there was the development of games elite.

  2. Enabling Effective Inclusion. This school development plan focuses on enabling the effective inclusion ...

    whole school development The observations below have been organised into groups depending on which factor of the learning environment they reflect. The interview transcript can be found in Appendix 1. The physical factor When I entered the school I noticed that there is no car park and no parking outside the entrance on the main road.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work