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dc.contributor.authorHoltzheuser, Sierra
dc.date.accessioned2013-07-11T15:17:21Z
dc.date.available2013-07-11T15:17:21Z
dc.date.issued2013-07-11
dc.identifier.urihttp://hdl.handle.net/10464/4652
dc.description.abstractThis thesis explored early literacy development in young vulnerable readers. More specifically, this thesis examined an emergent literacy program called Reading Rocks Junior offered by the Learning Disabilities Association of Niagara Region to children four- to six-years of age living in low socioeconomic status communities. Three methodologies were combined to create a rich and complete picture of an effective and accessible literacy program. First of all, a description of the Reading Rocks Junior program is outlined. Secondly, quantitative data that was collected pre- and post- program was analyzed to demonstrate achievement gains made as a result of participating in the program. Finally, qualitative interviews with the program coordinator, the convener of the agency that funded Reading Rocks Junior and three parents whose children participated in the program were analyzed to determine the contextual factors that make Reading Rocks Junior a success.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectEmergent Literacyen_US
dc.subjectAccessibilityen_US
dc.subjectInterventionen_US
dc.titleReading Rocks Junior: A Mixed-Methodological Study of the Efficacy and Accessibility of an Emergent Literacy Interventionen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameM.A. Child and Youth Studiesen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Child and Youth Studiesen_US
dc.degree.disciplineFaculty of Social Sciencesen_US
dc.embargo.termsNoneen_US
refterms.dateFOA2021-08-07T01:52:52Z


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