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Peer reviewed
Download full textNaftzger, Neil; Wheeler, Kathryn; Hall, Georgia – Afterschool Matters, 2023
This descriptive study explored the relationship between sustained attendance in high-quality 21st Century Community Learning Centers (CCLC)-- funded programs and key child outcomes. The key hypothesis was that high-quality programming is associated with the development of social and emotional skills, which in turn may be related to academic…
Descriptors: After School Programs, 21st Century Skills, Social Development, Emotional Development
Direct linkChristodoulou, Joanna A.; Cyr, Abigail; Murtagh, Jack; Chang, Patricia; Lin, Jiayi; Guarino, Anthony J.; Hook, Pamela; Gabrieli, John D. E. – Journal of Learning Disabilities, 2017
Efficacy of an intensive reading intervention implemented during the nonacademic summer was evaluated in children with reading disabilities or difficulties (RD). Students (ages 6-9) were randomly assigned to receive Lindamood-Bell's "Seeing Stars" program (n = 23) as an intervention or to a waiting-list control group (n = 24). Analysis…
Descriptors: Summer Programs, Early Intervention, Reading Programs, Reading Difficulties
Kim, James S.; Capotosto, Lauren; Hartry, Ardice; Fitzgerald, Robert – Educational Evaluation and Policy Analysis, 2011
The authors describe an independent evaluation of the READ 180 Enterprise intervention designed by Scholastic, Inc. Despite widespread use of the program with upper elementary through high school students, there is limited empirical evidence to support its effectiveness. In this randomized controlled trial involving 312 students enrolled in an…
Descriptors: Evidence, Control Groups, Elementary School Students, Reading Comprehension
