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ERIC Number: ED438045
Record Type: RIE
Publication Date: 1999-Dec
Pages: 53
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Literacy: Exploring Strategies To Enhance Learning in After-School Programs.
Hynes, Kathryn; O'Connor, Susan; Chung, An-Me
Noting that many after-school programs are exploring ways to help children develop strong literacy skills, this paper is designed to help program providers think about ways to support literacy development, clarify the types of services various staff are qualified to provide, and offer ideas about strategies to best meet the needs of children and families. The paper also provides information on how children learn to read, reasons for reading difficulties, and what can be done to help. The literacy strategies discussed are: (1) building a quality program foundation; (2) introducing literacy activities into programs; (3) integrating literacy activities into programs; and (4) providing individualized support. The paper also gives recommendations for providing services for children with learning disabilities and children whose first language is not English. The paper concludes by asserting that programs should begin slowly to develop supports for children's literacy, develop one literacy support at a time, and seek advice from local experts or other after school programs. The paper's appendix contains additional information, including publications of interest and contact information for organizations that can help after school providers explore ways to support children's literacy development. (Contains 28 references.) (KB)
National Institute on Out-of School Time, Center for Research on Women, Wellesley College, 106 Central Street, Wellesley, MA 02481-8203. Tel: 781-283-2547; Fax: 781-283-3657; Web site: http://www.wellesley.edu/WCW/CRW/SAC/.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY.
Authoring Institution: Wellesley Coll., MA. Center for Research on Women.