Effectiveness of the Read to Teach after school program

Material Information

Title:
Effectiveness of the Read to Teach after school program
Series Title:
Barry University Theses -- School of Education
Creator:
Kreisberg, Jamie Beth
Place of Publication:
Miami, Fla.
Publisher:
Barry University
Publication Date:
Language:
English
Physical Description:
49 leaves ; 28 cm

Thesis/Dissertation Information

Degree Disciplines:
Education

Subjects

Subjects / Keywords:
After-school programs -- Florida ( lcsh )
School children -- Social conditions ( lcsh )
Students -- Economic conditions ( lcsh )
Reading ( lcsh )
Genre:
Academic theses ( lcsh )

Notes

Abstract:
This study measured the effectiveness of the Read to Teach Program in a predominantly Hispanic, at-risk community in South Florida. Children living in impoverished neighborhoods are exposed to higher levels of stressors, which places them at risk of several outcomes, including substance abuse, delinquency, violence, academic failure, and school dropout. Children who are at-risk are inclined to display poor social skills and show under-achievement in school, which leads to an increased risk for dropping out of school. After school community programs that focus on improving both social and academic functioning can be very beneficial and help children and adolescents increase resiliency. The goal of this study is to measure if the students’ functional communication, social skills, and resiliency improve after receiving peer tutoring and substance abuse prevention therapy. Participants included approximately 41 at-risk students between the ages of five and eighteen who participated in the Read to Teach after school program. A within subjects, repeated measures MANOVA was used to measure the hypothesis that students identified as at-risk would exhibit an improvement in their functional communication, social skills, and resiliency at school after participating in the Read to Teach program. The results of this study supported the hypothesis that participants would demonstrate improvements in functional communication and resiliency after participating in the Read to Teach program. No significant improvements in social skills were found.
Thesis:
Thesis (S.S.P.)--Barry University, 2015.
Bibliography:
Includes bibliographical references (leaves 29-49).

Record Information

Source Institution:
Barry University
Holding Location:
Barry University Archives and Special Collections
Rights Management:
Copyright Jamie Beth Kreisberg. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Resource Identifier:
LC34.5.F5 K74 2015_KreisbergJamie ( BU-Local )
Classification:
LC34.5.F5 K74 2015 ( lcc )

BUDC Membership

Aggregations:
Barry University
Theses and Dissertations