Reading Rocks Junior: An Exploratory Study of an Emergent Literacy Program for Children at-Risk for Learning Disabilities
International Journal of Elementary Education
Volume 1, Issue 1, December 2012, Pages: 1-7
Received: Nov. 28, 2012; Published: Dec. 30, 2012
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Authors
Sierra Holtzheuser, Child and Youth Studies, Brock University, St.Catharines, ON, Canada
John McNamara, Child and Youth Studies, Brock University, St.Catharines, ON, Canada
Ashley Short, Learning Disabilities Association of Niagara Region, St.Catharines, ON, Canada
Chantelle Keay, Learning Disabilities Association of Niagara Region, St.Catharines, ON, Canada
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Abstract
This paper describes an exploratory study of an emergent literacy program offered by the Learning Disabilities Association of Niagara Region to support young vulnerable readers. The program was designed and offered in response to a community call to support vulnerable children and families. Twenty-three four- to six-year old children participated in the six-week twelve-session program. Children were referred to the program by their schools as they were demonstrating pre-reading skills that placed them at the bottom of their class. The aim of the program was to support children in their emergent literacy skills including phonological and print awareness as well as letter-sound understanding – all emergent literacy skills identified as significant predictors of later reading proficiency.The study adopted a pre- posttest design measuring children’s emergent literacy achievement. Results indicate that participating children statistically and clinically increased their literacy skills after participating in the Reading Rocks Junior Program. Research and applied implications of the results are presented.
Keywords
Emergent Literacy, Learning Disabilities, Vulnerable Children
To cite this article
Sierra Holtzheuser, John McNamara, Ashley Short, Chantelle Keay, Reading Rocks Junior: An Exploratory Study of an Emergent Literacy Program for Children at-Risk for Learning Disabilities, International Journal of Elementary Education. Vol. 1, No. 1, 2012, pp. 1-7. doi: 10.11648/j.ijeedu.20120101.11
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