Comparative Effects of Computer-Based Reading Programs on the Early Literacy Skills of At-Risk Students

Students displaying reading difficulties/disabilities at the end of third grade are unlikely to succeed in content areas and graduate from high school. One alternative to meeting the learning needs of students is to provide explicit instructional support in basic literacy skills through computer-based reading programs via after-school programs. This study examined the effects of two computer-based reading programs on the reading skills of 71 randomly assigned at-risk students using a pre–post-test design. Furthermore, tutor and students’ perceptions regarding the effectiveness and desirability of the programs were examined. The results indicated that there was a statistically significant difference between the programs on the Word Use Fluency measure and both computer-based programs were effective in facilitating the growth of basic early literacy skills of students at-risk for reading failure. A description of the computer programs, results, implications, and limitations of the study are discussed.

Classroom reading program to increase children's reading interest at the Emha Ainun Najib (EAN) Yogyakarta library

The problems faced by partners are the lack of children's interest in reading and the lack of library facilities other than school libraries that are specifically available for children. So that the purpose of this service is to increase children's interest in learning and at the same time facilitate children to be able to use the library around them by providing classroom reading programs. The library was the Emha Ainun Najib (EAN) library in Kadipiro Yogyakarta City which is provided for the general public. This dedication means a lot to children and the local librarian. Children live around the EAN library were more enthusiastic to come and read books in the library. This was due to the pleasant library layout supported by interesting books. This activity was also able to respond to children's curiosity to be more interested in reading so that literacy increases. This service recommends that children's reading rooms need attention, including the types of books that need to be adjusted according to age.

Attitudes of Youth Toward Reading Before and After a Motivational Project

As part of an evaluation project assessing the impact of a specific reading motivation program in 30 schools (20 elementary, 10 middle), a longitudinal study of student reading attitudes was conducted using the nationally-tested Elementary Reading Attitude Survey instrument. The instrument tested both attitudes toward recreational reading and school reading. The results have implications for types o reading programs as well as book access and use of libraries.

Lighting the Fire

What aspects of reading engage boys? This paper looks at the importance of reading, some of the current thinking about boys and reading, and research carried out among students of St Andrew's Cathedral School, where a reading culture has developed. What implications do these findings have for our profession - for school libraries and teacher librarians? What other strategies can we employ to encourage our students to develop a lifelong love of reading? The strategies include the idea of a Literature Festival, other reading programs, ways of integrating technology into the reading experience and the Literature Circles model at St Andrew's.

The Book Loving Atmosphere from the Campus — from Class Study Group to Parent Study Group

In order to build a book loving campus, National Feng Yuan Senior High School has organized many reading programs. In these programs, we divide teachers, students and their parents into several study groups. After numerous meetings, it is found that with well-planned guidance, these reading programs help them not only actively to participate in group discussion and exchange ideas but also to broaden their horizons and develop multiculturalism. This paper intends to share our experience and strategies in the implementation of the whole reading programs. The first section is a detailed introduction to the procedures of the reading programs, including how to organize study groups, train the study group leaders, help students make reports and performances, hold contests and publish students' results. In the second section, the actual operation of parent study group is described. At the end, we examine all the achievements from these activities, and make some recommendations. In addition, we are firmly convinced that schools, families, and the society are an undivided union. If we can incorporate community resources into reading programs, we can surely create a well-structured and comfortable reading environment. We provide this experience of building a book loving campus to the public, and sincerely hope to eliminate the stereotyped image of reading and make vivid and interesting reading experiences blended into daily lives that everyone can enjoy.

Engaging readers through choice

School Library Policies usually include, .”the development of a life long love of reading/literature”. Choosing a good book to read is like choosing an artwork for your house. It is subject to personal taste, artistic preference and personal experiences. The Teacher Librarian can play a pivotal role in supporting students reading for enjoyment, both formally and informally within the school. By personalizing and developing choice as part of formal reading programs, they can assist students to develop their love of reading and indulge their passion for certain types of literature in a supportive and encouraging environment.

The Promotion of Campus Reading Programs

Taiwan is one of the several Asian countries which highly value higher education investment. Students feel so heavy about study pressure that they seldom make habits of getting into libraries; in other words, they only read rare extracurricular books. But in the past ten years, our school library tried hard to further the possibility of promoting reading environment and developing the model of organizing reading groups. It is obvious that making up class reading groups has been developed in the campus. But we also encounter some difficulties and limitations. Therefore, the text tries to share our past experiences with the public.

“Running with the Question” - Action Research and Evaluative Practice in developing an Adolescent Reading Program

This paper describes how Action Research methodology developed the wider reading programs for children from 9-13 years at Wesley College over a 5-year period. The central question revolved around how the library team could engage every child in years 5 to 7 in wider reading. Strategies used in the program were: Engaging interactive online components, Highly responsive collection development approaches, Hard data collection on usage, and Qualitative measures undertaken by the team in adopting evaluative practice. Interesting and unexpected results began to inform decision making for the team highlighting gender issues in adolescent reading, and a need to re-examine some basic assumptions about the ways students select books for personal reading. The paper chronicles how the team learned from experience to bring about new defined cycles of development and improvement to the program, which has evolved and expanded far beyond the initial concepts.