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Role of After-School Programs in Children's Literacy Development

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Role of After-School Programs in Children's Literacy Development The Role of After-School Programs in Children's Literacy Development Julie Spielberger Robert Halpern With the collaboration of: Swati Pitale Erica Nelson Sarah Mello-Temple LaShanda Ticer-Wurr Connie Van Brunt February 2002 Chapin Hall Working Paper ACKNOWLEDGEMENTS This study would not have been possible without the participation of, after-school program directors and staff, agency directors, trainers, educators, and other researchers in the field of literacy. We owe special thanks to Eileen Lyons (Interfaith Neighbors), Laura Paris (Coalition for Hispanic Family Services), Carmen Vega-Rivera (East Harlem Tutorial), Lena Townsend (Robert Bowne Foundation), Neil Webster (Network of Small Settlements), Fran Chamberlain (Developmental Studies Center), and Sarah Mello-Temple (School’s Out Washington) for helping us to understand the context for literacy in after-school programs and to select sites for case studies. We especially thank the staff and directors of our case study programs and their agencies, who allowed us to make numerous visits to their centers and who took the time on more than one occasion to talk with us about their ideas about literacy and the role of after- school programs in children’s lives. These include the directors and staff of Coalition for Hispanic Family Services Arts and Literacy, East Harlem Tutorial, Forrest Hills Neighborhood House, Hartley House, Interfaith Neighbors, and Riverdale Neighborhood House in New York City; Chicago Commons’ Guadalupano and Nia Centers, Erie Neighborhood House, Chinese American Service League, LaSalle Street Cycle Wiz Factory, and Street Level Youth Media in Chicago; and Chinese Information Service Center El Centro de la Raza Refugee Women’s Alliance, and YMCA Bailey Gatzert in Seattle. We are grateful to Tom Brock for his support and encouragement in the conceptualization of this work. We also thank several individuals who commented on an earlier draft of this paper—Anne Clary, Joan Costello, Jan DeCoursey, Joan McLane, and Eric Schaps. Last but not least, we acknowledge the Wallace Reader’s Digest Funds for its generous support of our research. i TABLE OF CONTENTS EXECUTIVE SUMMARY ................................................................................................... vii 1. INTRODUCTION ........................................................................................................... 1 Research Goals and Methods .................................................................................... 2 Overview of the Report ............................................................................................. 3 2. PERSPECTIVES ON LITERACY AND CHILDREN’S LITERACY DEVELOPMENT ............................................................................................................ 5 Defining Literacy ....................................................................................................... 5 Literacy Development ............................................................................................... 5 Activities that Shape Literacy Development ............................................................. 7 The Role of Adults in Literacy Development ........................................................... 10 Implications for a Role for After-School Programs .................................................. 12 3. LITERACY IN AFTER-SCHOOL PROGRAMS: THE CURRENT CONTEXT ......... 15 Literacy Environments: Materials, Space, and Time ................................................ 15 Literacy Activities ..................................................................................................... 19 Homework ................................................................................................................. 26 Relationships with Parents and Schools .................................................................... 31 Conclusions ............................................................................................................... 33 4. EXEMPLARY APPROACHES TO LITERACY ACTIVITY IN AFTER-SCHOOL PROGRAMS ................................................................................................................... 35 Program Approaches and Practices ........................................................................... 36 Providing Physically Rich Literacy Environments ....................................... 36 Facilitating Book Discussions ....................................................................... 41 Promoting Literacy for Personal and Social Uses ......................................... 44 Applying Literacy to Other Goals ................................................................. 48 Structuring Children’s Writing ...................................................................... 49 Supporting Children with Reading Difficulties ............................................. 50 Attending to Language and Performance ...................................................... 51 Using the Arts and Other Symbol Systems ................................................... 53 Creating Opportunities for Performance ....................................................... 55 Conclusions: Themes and Principles Underlying Exemplary Practices .................... 56 5. CHALLENGES AND ISSUES ....................................................................................... 63 Time, Space, and Material Resource Constraints ...................................................... 63 Staff and Staffing-Related Issues .............................................................................. 64 Children’s Diverse Literacy-Support Needs and Interests ........................................ 66 After-School Programs and School-Related Agendas .............................................. 67 Relationships with Parents ........................................................................................ 68 Lack of External Supports for After-School Programs’ Literacy Efforts ................. 69 Lack of a Coherent, Guiding Philsophy for Literacy Efforts .................................... 70 ii 6. CONCLUSIONS: A ROLE FOR AFTER-SCHOOL PROGRAMS IN LITERACY DEVELOPMENT ............................................................................................................ 71 A Gap Between Potential and Current Realities .................................................... 72 BIBLIOGRAPHY ................................................................................................................. 75 APPENDIX ........................................................................................................................... 79 APPENDIX A: Research Methods ......................................................................... 80 APPENDIX B: Survey Sample .............................................................................. 87 APPENDIX C: Survey Findings ............................................................................ 95 APPENDIX D: Program Observations and Interviews ......................................... 105 APPENDIX E: Selected Case Study Descriptions ................................................ 109 APPENDIX F: Mail Survey Instrument ................................................................ 125 iii BOXES Box 3.1 Providing Space and Materials for Literacy ........................................................ 16 Box 3.2 Expanding Horizons With a Display of Maps and Postcards .............................. 17 Box 3.3 The Challenge of Space ....................................................................................... 18 Box 3.4 The Challenge of Time ........................................................................................ 18 Box 3.5 Using Discussion and Writing to Plan and Reflect on Experiences .................... 19 Box 3.6 Frequency of Literacy Activity in Surveyed Programs ....................................... 20 Box 3.7 When a Formal Story-Time Does Not Work ...................................................... 21 Box 3.8 Encouraging Children’s Interest in Reading Informally ..................................... 22 Box 3.9 Staff-Initiated Reading Time ............................................................................... 22 Box 3.10 Encouraging Reading and Extending Learning from Books ............................... 23 Box 3.11 Playing “Reading Detective” ............................................................................... 23 Box 3.12 Reaching a Child Through Personal Writing ...................................................... 25 Box 3.13 Giving Children Choices in Reading and Writing .............................................. 25 Box 3.14 Reading and Writing in the Context of Play and Work in the Library ................ 26 Box 3.15 The Dilemma of Homework in After-School Programs ..................................... 26 Box 3.16 The Routine of Homework .................................................................................. 27 Box 3.17 Negotiating a Homework Policy ......................................................................... 27 Box 3.18 Homework Time Running Smoothly .................................................................. 28 Box 3.19 Homework in an Academic Support Program for Asian Refugee and Immigrant children ................................................................................................ 29 Box 3.20 Struggling with Math Homework ........................................................................ 29 Box
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