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|a LC34.5.F5 K74 2015_KreisbergJamie |2 BU-Local |
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|a Kreisberg, Jamie Beth. |
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|a Effectiveness of the Read to Teach after school program |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2015. |
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|a Barry University Theses -- School of Education. |
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|a Thesis (S.S.P.)--Barry University, 2015. |
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|a Includes bibliographical references (leaves 29-49). |
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|a 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. |
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|a 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. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a After-school programs |x Florida. |
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|a School children |x Social conditions. |
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|a Students |x Economic conditions. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001546/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/15/46/00001/LC34_5_F5 K74 2015_KreisbergJamiethm.jpg |
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|a Theses and Dissertations |
