A Cross-Sectional Study of Reading Rocks: An Approach to Support and Motivate Vulnerable Readers

摘要

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.