Supporting the Literacy Development of Low-Income Children in Afterschool Programs: Challenges and Exemplary Practices

October 1st, 2003 | RESEARCH

While much of the current concern over the literacy development of low- and moderate income children focuses on schools (and, to a lesser degree, on parents), many observers are arguing for a role for other institutions. In particular, funders are turning to afterschool programs to address this critical developmental task. This paper explores the roles afterschool programs can and do play in the literacy development of low-income children, drawing on surveys and observations of afterschool programs in Chicago, New York, and Seattle.

Document

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Team Members

Robert Halpern, Author, Erikson Institute for Graduate Study in Child Development

Citation

Publication: Afterschool Matters
Volume: Occasional Paper #1
Page(s): 1

Related URLs

NIOST Full Text

Tags

Access and Inclusion: Low Socioeconomic Status
Audience: Elementary School Children (6-10) | Middle School Children (11-13) | Museum | ISE Professionals | Youth | Teen (up to 17)
Discipline: Education and learning science | Literacy
Resource Type: Peer-reviewed article | Research Products
Environment Type: Afterschool Programs | Public Programs