[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-591123-105":59,"doc-detail-591123-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","ost-program-strategies-to-promote-literacy-skill-building-research-overview","OST Program Strategies to Promote Literacy Skill-Building - Research Overview","","Research examines how out-of-school time (OST) programs can strengthen children’s literacy skills and improve long-term educational outcomes. Evidence links low reading achievement to negative prospects, with compounded risks from poverty and race. The study analyzes archival funding requests from 31 Massachusetts 21st CCLC programs to identify literacy-rich strategies, including coding of activities targeting English language arts. Findings aim to inform intentional program growth as children’s social-emotional and literacy skills develop.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/ost-program-strategies-to-promote-literacy-skill-building-research-overview/591123/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/ost-program-strategies-to-promote-literacy-skill-building-research-overview/591123.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is literacy skill-building a priority for OST programs?","Question",{"text":112,"@type":113},"Research indicates struggling readers face long-term negative educational outcomes. OST programs can foster reading skills and engagement without heavy investments of resources or extensive staff training.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the sub-study analyze beyond typical reading assessments?",{"text":117,"@type":113},"The sub-study includes writing and speaking skills, not only comprehension and vocabulary typically measured by elementary reading assessments.",{"name":119,"@type":110,"acceptedAnswer":120},"How were strategies in the 31 OST programs identified and coded?",{"text":121,"@type":113},"Researchers reviewed archival funding requests and coded activities, with English language arts (ELA) targets analyzed thematically using NVivo 11 software.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591123,1792230826,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","NEW FROM NIOST  \nOST Program Strategies to Promote Literacy Skill-Building  \nKathryn A. Wheeler, Georgia Hall, & Neil Naftzger  \nResearch indicates that struggling readers are more likely than proficient readers to have longterm negative outcomes. Hernandez (2011) found that children who scored low on literacy tests in third grade were four times less likely to finish high school by age 19 than higher-scoring peers.  \nPoverty and race have a compounding effect: Children who experienced poverty and were not proficient readers by the end of grade 3 were six times more likely to fail to graduate from high school than proficient readers. Graduation rates for Black and Hispanic students who were not proficient readers in third grade lagged far behind those for White students with the same reading skills (Hernandez, 2011) .  \nOut-of-school time (OST) programs can play an  \nimportant role in fostering the development of literacy skills among children and youth (Rasco et al. , 2013) . Research suggests that OST programs can help build reading skills (Afterschool Alliance, 2015, 2021; Reading Roadmap, 2018) and that summer learning programs can strengthen reading skills in ways that carry over to school days (McCombs et al. , 2020) . In fact, participation even in OST programs that do not specifically focus on literacy development has been associated with improved reading scores (Afterschool Alliance, 2015) .  \nKATHRYN A. WHEELER, EdD, is a research associate at the National Institute on Out-of-School Time at Wellesley College.  \nGEORGIA HALL, PhD, is senior research scientist and director of the National Institute on Out-of-School Time and associate director of the Wellesley Centers for Women at Wellesley College.  \nNEIL NAFTZGER, PhD, is a principal researcher working on community school, afterschool, and youth development initiatives at the American Institutes for Research.  \nDebate about the best way to teach literacy skills has been vigorous (e.g. , Bowers, 2020; Buckingham, 2020) . Still, OST programs can help children enhance and practice their literacy skills in formal and informal ways that do not require large investments of resources, planning, or staff training. For example, “light-touch”literacy practices, such as reading aloud and sustained silent reading, have been shown to engage children and foster their love of reading as well as their reading skills and vocabulary (Wilson-Keenan et al. , 2018) .  \nTo investigate the variety of literacy skill-building strategies OST programs use, researchers from the National Institute on Out-of-School Time (NIOST) examined the practices of 31 programs in Massachusetts. This exploration was part of a larger four-year project (2016–2020) with the American Institutes for Research, in collaboration with the Massachusetts Department of Elementary and Secondary Education (MA DESE) and the Minnesota Department of Education, funded by the Charles Stewart Mott Foundation. This study, Quality to Youth Outcomes, followed two cohorts of elementary-aged children during two years of sustained participation in 21st Century Community Learning Center (21st CCLC) programming at 54 centers in Massachusetts and Minnesota to investigate the relationship between high-quality OST programs and the development of social-emotional and literacy skills. Findings from this larger study are under review and will be reported later in 2022.  \nOur sub-study focused specifically on literacy activities. We went beyond the comprehension and vocabulary skills typically measured by elementaryage reading assessments to incorporate writing and speaking skills in our investigation. The resulting compendium of literacy-building strategies can help OST programs consider how to grow intentionally as literacy-rich learning environments.  \nMethods  \nResearchers examined archival data: four years (FY16 to FY21) of funding requests to MA DESE from 31 Massachusetts 21st CCLC programs serving elementary school children. MA DESE had ","cbCaig1jGJhvClLk","https://ap.wps.com/l/cbCaig1jGJhvClLk","pdf",151752,"English","# Background and Rationale\n## Risks Associated With Low Literacy Achievement\n## Role of OST Programs in Literacy Development\n# Study Focus and Scope\n## Sub-study on Literacy Activities\n## Literacy-Rich Learning Environments\n# Methods\n## Archival Data Review of Funding Requests\n## Coding and Thematic Analysis of Literacy Practices\n## Additional Sources Within Applications","[{\"question\":\"Why is literacy skill-building a priority for OST programs?\",\"answer\":\"Research indicates struggling readers face long-term negative educational outcomes. OST programs can foster reading skills and engagement without heavy investments of resources or extensive staff training.\"},{\"question\":\"What does the sub-study analyze beyond typical reading assessments?\",\"answer\":\"The sub-study includes writing and speaking skills, not only comprehension and vocabulary typically measured by elementary reading assessments.\"},{\"question\":\"How were strategies in the 31 OST programs identified and coded?\",\"answer\":\"Researchers reviewed archival funding requests and coded activities, with English language arts (ELA) targets analyzed thematically using NVivo 11 software.\"}]","OST Program Strategies to Promote Literacy Skill-Building - Research Overview | PDF",1792071168]