The Effects on African American Students Attending an After School Homework Club on Reading Comprehension
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2013-05
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Masters of Education
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Abstract
The purpose of this study was to examine the effectiveness of an after school homework club on
improving the reading decoding and comprehension scores of African American students in
grades kindergarten and one on the Dynamic Indicators of Basic Early Learning Skills (DIBELS)
Next assessment and in grades two through five on the Anne Arundel County Public School
Reading and Language Arts Benchmark Assessments. The results of this study indicate that
there was no change for African American students in grades kindergarten and 1st compared to
their peers who were assessed using the DIBELS Next benchmark scores. In grades 2 through 5,
although there were slightly improved scores for African American students who participated in
the homework club, the overall data did not reflect a statistically significant difference on the
AACPS Reading and Language Arts Benchmark Assessments. Further research is needed to
determine if extended student participation with consistent attendance in the homework club
would increase reading achievement for African American students.