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A Cross-Sectional Study of Reading Rocks: An Approach to Support and Motivate Vulnerable Readers
American Journal of Applied Psychology
Volume 4, Issue 6, November 2015, Pages: 142-145
Received: Aug. 23, 2015; Accepted: Sep. 7, 2015; Published: Oct. 14, 2015
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Authors
Sydney Kerr, Child and Youth Studies, Brock University, St. Catharines, Ontario, Canada
Hilary Scruton, Child and Youth Studies, Brock University, St. Catharines, Ontario, Canada
John McNamara, Child and Youth Studies, Brock University, St. Catharines, Ontario, Canada
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Abstract
The current study explores the achievement gains associated with Reading Rocks, a literacy program to support vulnerable readers between the ages of 6 and 12. The Reading Rocks program is designed based on literacy frameworks of phonics, sight words, and fluency. In addition to this, the Reading Rocks program is a one-to-one tutoring program that holds to the principles of direct, explicit instruction – a service delivery model promoted by the National Reading Panel. The current paper describes the Reading Rocks program along with its foundation principles and also demonstrates the results of a cross-sectional study of fifty children participating in the program. The paper concludes with educational and policy-based implications.
Keywords
Vulnerable Readers, Motivation, Literacy
To cite this article
Sydney Kerr, Hilary Scruton, John McNamara, A Cross-Sectional Study of Reading Rocks: An Approach to Support and Motivate Vulnerable Readers, American Journal of Applied Psychology. Vol. 4, No. 6, 2015, pp. 142-145. doi: 10.11648/j.ajap.20150406.12
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