Abstract
This study reports an exploratory evaluation of a community-based reading programme kidsREAD. Children (N=186) aged 4 through 8, of different ethnic groups, from 12 reading clubs, were exposed to one hour of reading intervention with trained volunteers at various locations. For one year, volunteers read stories to children once a week in groups less than 30, then divided them up into smaller groups to engage in a variety of reading-related activities. Paired t-tests and inter-correlation analyses were conducted. Parent survey was collated for triangulation. There were significant improvements in use of English language, individual participation and peer interaction, and reading skills, at post-programme evaluation. Effect size analyses pointed to a significant impact of programme participation on changes in reading-related behaviour. Results from the analysis were used to predict the reading success for the programme, illustrated through the equation: RgA a [(UEL)(PAI)(RS)] a RgS.
Highlights
In the last few decades, there has been much interest in how to help young children read, especially those identified as at risk for reading difficulty or academic failure
The paired t-test was conducted for all reading outcomes measured by the programme
One of the aims of this study is to explore if participation in the kidsREAD programme makes a difference in reading performance, as measured in the programme, in at-risk children from low-income families
Summary
In the last few decades, there has been much interest in how to help young children read, especially those identified as at risk for reading difficulty or academic failure. As a result, reading programmes initiated by various agencies for helping children have arisen, especially those for reluctant or poor readers. In part, this is fuelled by national interest in literacy problems, as well as a wealth of research findings on reading and its effect on readers. Programmes initiated at the national level are normally funded and use teachers or certified reading specialists to deliver instruction. This can be costly, International Journal of Early Childhood Special Education (INT-JECSE), 2015, 7(2), 251 – 272. Little is known about the efficacy of such programmes
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