The current study explores the achievement gains associated with Reading Rocks, a literacy program to support vulnerable readers between the ages of 6 and 12. The Reading Rocks program is designed based on literacy frameworks of phonics, sight words, and fluency. In addition to this, the Reading Rocks program is a one-to-one tutoring program that holds to the principles of direct, explicit instruction – a service delivery model promoted by the National Reading Panel. The current paper describes the Reading Rocks program along with its foundation principles and also demonstrates the results of a cross-sectional study of fifty children participating in the program. The paper concludes with educational and policy-based implications.
| Published in | American Journal of Applied Psychology (Volume 4, Issue 6) |
| DOI | 10.11648/j.ajap.20150406.12 |
| Page(s) | 142-145 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2015. Published by Science Publishing Group |
Vulnerable Readers, Motivation, Literacy
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APA Style
Sydney Kerr, Hilary Scruton, John McNamara. (2015). A Cross-Sectional Study of Reading Rocks: An Approach to Support and Motivate Vulnerable Readers. American Journal of Applied Psychology, 4(6), 142-145. https://doi.org/10.11648/j.ajap.20150406.12
ACS Style
Sydney Kerr; Hilary Scruton; John McNamara. A Cross-Sectional Study of Reading Rocks: An Approach to Support and Motivate Vulnerable Readers. Am. J. Appl. Psychol. 2015, 4(6), 142-145. doi: 10.11648/j.ajap.20150406.12
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Download@article{10.11648/j.ajap.20150406.12,
author = {Sydney Kerr and Hilary Scruton and John McNamara},
title = {A Cross-Sectional Study of Reading Rocks: An Approach to Support and Motivate Vulnerable Readers},
journal = {American Journal of Applied Psychology},
volume = {4},
number = {6},
pages = {142-145},
doi = {10.11648/j.ajap.20150406.12},
url = {https://doi.org/10.11648/j.ajap.20150406.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajap.20150406.12},
abstract = {The current study explores the achievement gains associated with Reading Rocks, a literacy program to support vulnerable readers between the ages of 6 and 12. The Reading Rocks program is designed based on literacy frameworks of phonics, sight words, and fluency. In addition to this, the Reading Rocks program is a one-to-one tutoring program that holds to the principles of direct, explicit instruction – a service delivery model promoted by the National Reading Panel. The current paper describes the Reading Rocks program along with its foundation principles and also demonstrates the results of a cross-sectional study of fifty children participating in the program. The paper concludes with educational and policy-based implications.},
year = {2015}
}
TY - JOUR T1 - A Cross-Sectional Study of Reading Rocks: An Approach to Support and Motivate Vulnerable Readers AU - Sydney Kerr AU - Hilary Scruton AU - John McNamara Y1 - 2015/10/14 PY - 2015 N1 - https://doi.org/10.11648/j.ajap.20150406.12 DO - 10.11648/j.ajap.20150406.12 T2 - American Journal of Applied Psychology JF - American Journal of Applied Psychology JO - American Journal of Applied Psychology SP - 142 EP - 145 PB - Science Publishing Group SN - 2328-5672 UR - https://doi.org/10.11648/j.ajap.20150406.12 AB - The current study explores the achievement gains associated with Reading Rocks, a literacy program to support vulnerable readers between the ages of 6 and 12. The Reading Rocks program is designed based on literacy frameworks of phonics, sight words, and fluency. In addition to this, the Reading Rocks program is a one-to-one tutoring program that holds to the principles of direct, explicit instruction – a service delivery model promoted by the National Reading Panel. The current paper describes the Reading Rocks program along with its foundation principles and also demonstrates the results of a cross-sectional study of fifty children participating in the program. The paper concludes with educational and policy-based implications. VL - 4 IS - 6 ER -
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