Effects of an Afterschool Early Literacy Intervention on the Reading Skills of Children in Public Housing

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Effects of an Afterschool Early Literacy Intervention on the Reading Skills of Children in Public Housing

A study conducted by Jeff Jenson, Ph.D., Philip D. and Eleanor G. Winn Endowed Professor for Children and Youth, Graduate School of Social Work,  University of Denver,  plus others, has been published as part of the Springer Nature SharedIt initiative. 

The current study examines the effects of literacy training among afterschool participants at
the Bridge Project, a community-based ASP located in four public housing neighborhoods
in Denver, CO. Participants received structured literacy and reading intervention through the
Read Well program, by participating in one-to-one tutoring, and through the choice-based
book distribution program GR8 (Great) Readers. Read More

 

 

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Bridge Project guides new generations of writers, readers - Denver Post

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Bridge Project guides new generations of writers, readers - Denver Post

Sometimes, all a budding mind needs is guidance.

Fartuna Abdirahman never thought about writing as a means of expression. Not until a Bridge Project educator suggested she put pen to paper.

Many pages later, the 10-year-old, whose parents immigrated from Somalia, beams with satisfaction. She’ll have plenty of tales to tell in middle school next year. Some might be about animals, others could be fairy tales, but, using what she has learned through Bridge Project’s Early Literacy and Writing program, many stories will be about her life. READ MORE

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