OST Program Strategies to Promote Literacy Skill-Building

Autor/inn/en	Wheeler, Kathryn A.; Hall, Georgia; Naftzger, Neil
Titel	OST Program Strategies to Promote Literacy Skill-Building
Quelle	In: Afterschool Matters, (2022) 35, S.48-55 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Literacy Education; After School Programs; Elementary School Students; Educational Quality; Educational Strategies; Skill Development; Social Emotional Learning; Correlation; Vocabulary Development; Teaching Methods; Program Descriptions; Urban Schools; School Districts; Homework; Independent Reading; Interdisciplinary Approach; Folk Culture; Research Training; State Departments of Education; Faculty Development; Family Involvement; Educational Cooperation; Massachusetts; Minnesota + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Quality of education; Bildungsqualität; Lehrstrategie; Kompetenzentwicklung; Qualifikationsentwicklung; Korrelation; Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Hausaufgabe; Freies Lesen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kultusministerium; Education; cooperation; Kooperation; Master-Studiengang
Abstract	Out-of-school time (OST) programs can play an important role in fostering the development of literacy skills among children and youth. To investigate the variety of literacy skill-building strategies OST programs use, researchers from the National Institute on Out-of-School Time (NIOST) examined the practices of 31 programs in Massachusetts. This exploration was part of a larger four-year project (2016-2020) with the American Institutes for Research, in collaboration with the Massachusetts Department of Elementary and Secondary Education (MA DESE) and the Minnesota Department of Education, funded by the Charles Stewart Mott Foundation. This study, Quality to Youth Outcomes, followed two cohorts of elementary-aged children during two years of sustained participation in 21st Century Community Learning Center (21st CCLC) programming at 54 centers in Massachusetts and Minnesota to investigate the relationship between high-quality OST programs and the development of social-emotional and literacy skills. Findings from this larger study are under review and will be reported later in 2022. This article describes a sub-study focused specifically on literacy activities. The authors went beyond the comprehension and vocabulary skills typically measured by elementary-age reading assessments to incorporate writing and speaking skills in their investigation. The resulting compendium of literacy-building strategies can help OST programs consider how to grow intentionally as literacy-rich learning environments. (ERIC).
Anmerkungen	National Institute on Out-of-School Time. Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; e-mail: niost@wellesley.edu; Web site: http://www.niost.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01