• Corpus ID: 147372432

Getting Children from Low-Income Families to read: What works

  title={Getting Children from Low-Income Families to read: What works},
  author={Janet Siew Poh},
This paper is an excerpt from the author’s Master of Education dissertation. The author carried out a study to evaluate a community-based reading programme, kidsREAD for children aged between 4 and 8 of different ethnic groups from low-income families. These children, who are most at risk of reading failure, were exposed to one hour of weekly reading intervention for a year at various reading clubs where volunteers read aloud stories to them in groups before engaging them in a variety of other… 

Figures from this paper

A Reading Support Program for Low-Income Preschool Non-Readers in Singapore
In a highly literate society like Singapore, there still exists a small group of preschool non-readers coming mainly from low-income families. They are at utmost risk for literacy difficulties and


Preventing School Failure by Enhancing Reading and Social Skills
A case study of a child who was a part of a larger reading-practice research study is presented. Data analysis from the larger study yielded a strong effect size for children in the experimental
The knowledge gap: Implications of leveling the playing field for low‐income and middle‐income children
This study examines children's uses of reading resources in neighborhood public libraries that have been transformed to “level the playing field.” Through foundation funding (US$20 million), the
The Role of Environment in the Development of Reading Skills
Examination of how proximal and distal measures of children's environments in the preschool period and in the primary-grade period are related to their performance on reading achievement tests found preschool environment measures were more strongly related to and predictive of reading scores.
Growth in Reading and How Children Spend Their Time Outside of School
Few studies have provided precise data on how much reading school children do. Fewer still have examined the relation between amount of reading and reading achievement. In the studies reported here,
Predicting Growth in Reading Ability. from Children's Exposure to Print
A longitudinal study of growth in reading ability employed two new indicators of print exposure that use a checklist-with-foils logic and that have very brief administration times. Subjects, 52 boys
The reading crisis : why poor children fall behind
How severe is the literacy gap in our schools? Why does the nine-year-old child from a culturally disadvantaged background so often fall victim to the fourth-grade slump? Although the cognitive
Print-focused read-alouds in preschool classrooms: intervention effectiveness and moderators of child outcomes.
Print-focused read-alouds appear to constitute an evidence-based practice with net positive impacts on children's literacy development and are considered in tandem with prior study findings concerning this approach to emergent literacy intervention.
Factors that Influence the Decision to Read: An Investigation of Fifth Grade Students' Out-of-School Reading Habits.
According to recent research, there is a strong relationship between the amount of out-of-school reading a student engages in and his or her success in school in reading (Anderson, Fielding, &
How Reading Books Fosters Language Development around the World
Research on literacy development is increasingly making clear the centrality of oral language to long-term literacy development, with longitudinal studies revealing the continuity between language
Predicting growth in reading ability from children's exposure to print☆
Abstract Previous research on whether exposure to print could account for individual differences in growth in children's reading comprehension has produced conflicting results ( Anderson, Wilson, &