Staten Island, NY www. A popular paper folding craft known to help children acquire hand-eye coordination and boost creative skills, the Japanese art of origami has taken Todt Hill-Westerleigh Library by storm.
Origami Wednesdays, for children ages 6 and older, takes place on Wednesdays at 4 p. Step-by-step instructions are provided and parents are welcome to try their hand at the ancient craft too. Tuesdays at 4 p. Brooklyn, NY Nestled between multiple schools, the Windsor Terrace Library is a small, local branch serving a thriving community.
Children here are never far from a program. Read-aloud story time featuring concept books about numbers, letters and all-things learning take place for kids of all ages on Mondays and Tuesdays at a. Hands-on learners get to do special arts and crafts projects on the first and third Thursday afternoon of every month at p. Wondering where your tweenager is after school?
Check the library first. Gaming programs keep them safe and sound and off the streets on Thursday afternoons from to 5 p. Bayside, NY www. Pre-registration is required for the half-hour classes, which take place on Wednesday mornings from a. Toddler Time — from 11 a. The report stresses the importance of providing nutritional meals to low-income children, which will help them maintain a healthy lifestyle, keeping them focused and mentally enriched for the upcoming school year.
The report explains that one of the primary reasons for this decline was because of low-income communities not receiving enough private and public funding for their summer programs. The report offers ways financially insecure areas can overcome these barriers and bring more kids in, such as making their programs more eligible, increase promotion and outreach, and providing access for patrons to attend these programs.
Ho, H. This study examines the impact of the public library summer reading programs on students. The first report, published in , examines how participating library systems implemented summer reading programs, the characteristics of those systems, and student involvement demands.
The second report, published in February of , describes library site visits and interviews with parents and library staff about summer reading programs. Johnston, J.
According to this study, which analyzed students from a midwestern parochial school serving predominantly students with low-socioeconomic status, the effects of summer reading setback can be reduced if students participate in summer reading programs that incorporate evidence-based reading fluency and comprehension strategies.
Justice, L. This report identifies the participants and motivations of the participants in library-based summer reading programs. The research study compiled data through questionnaires distributed to students and caregivers of students enrolled in a summer reading program of a metropolitan library.
The questionnaires addressed basic demographics, home environment, and motivational attributes. Kim, J. In this study, 4th-grade students received eight books to read during their summer vacation. Teachers encouraged the students to practice oral reading at home with family members and to use comprehension strategies during independent, silent reading. The findings suggest that voluntary summer reading intervention may be an effective strategy for improving reading achievement among lower performing students.
This research synthesis reviewed summer reading intervention data from The meta-analysis included 41 classroom- and home-based summer reading interventions and involved children from grades K Studies suggest that children who participated in classroom or home interventions saw increased reading achievements.
Research also suggested that students from low-income backgrounds saw larger benefits than students from a mix of income backgrounds. Koury, A. Koury, et. Taking into consideration the general understanding of summer reading loss written about in earlier research, Koury, et. For this study, Koury, et. The authors note that they would need to provide more research since they could only observe summer learning for two summers, but from the results they were given, it was concluded that more research needs to be done about the summer slide and the dominant narrative on the subject should be reframed.
Krashen, S. An emeritus professor at University of Southern California explains that one of the most effective means of improving reading ability is to supply students with engaging and comprehensive reading materials. Studies suggest that students who read more have a higher reading and spelling ability and larger vocabularies, and one way to motivate students to read is to provide access to self-selected reading materials and time for voluntary reading.
Lu, Y. This study examines how a web-based summer reading program affected the reading behaviors and attitudes of high school students. The study included 2, students from 9th- through 12th-grade and collected data through student surveys and teacher interviews. The study showed that most students were satisfied with the web-based program, but teacher response was mixed, pointing to the need for greater summer reading program involvement.
Matthews, J. This article reviews the comparable impact of summer school programs and public library summer reading programs on summer reading setback. The article concludes that public libraries could do more to identify the impact of summer reading programs for their students and lists several suggestions for improving evaluations of public library summer reading programs, including adopting a multi-pronged approach, identifying a minimum set of performance measures, and periodically including complimentary summer reading program assessment activities.
McCombs, J. Rand Education, Santa Monica. McCombs et al. Ready for Fall? This study indicated that reading outcomes were not significantly affected during a five-week summer reading program and further suggested that reading outcomes were dependent upon classroom and site quality. McGaha, J. This study explores how one urban high school motivated students to read over the summer by providing free, high-interest books to its students, providing further evidence that improving access to books and reading opportunities is a vital step to developing reading proficiency among lower-income students over the summer.
The school used teacher feedback to provide reading material that was appealing to high school students and incorporated voluntary choice into reading material, rather than assigning specific books by grade or class. McLaughlin, B. The Education Commission of the States cites multiple key studies that stress that summer learning is a centerpiece of educational reform strategies.
On average, students lose two months of grade-level mathematical computation skills over the summer, and low-income students can also lose two months of reading achievement.
Miller, B. Beth Miller, sponsored by the Nellie Mae Foundation, provides an overview of the existing educational research on summer learning. Summer learning loss is a major factor in the achievement gap between students of high and low socioeconomic statuses by the end of elementary school. The study advocates for increasing summer learning opportunities for children and makes suggestions for further research.
Miller, D. She instead advocates for structures that allow for more personal ownership of reading material during the summer, including student-led booklists and a more comprehensive selection with a range of genres, reading levels, and cultural perspectives.
Game Changer! Scholastic, New York. This book showcases the importance of book access for students. Through research and testimonials, the book also provides teachers and administrators with resources and information to increase meaningful student interaction with books and to launch or sustain book access initiatives in communities. Topics covered include successful school and classroom libraries, the power of book ownership, the importance of cultural and social access to books, and meaningful family-community reading engagement.
Morrison, C. In addition to a majority of teens not even being aware that the library had a summer reading program, the author has learned: tweens and teens will participate in reading challenges if they were allowed to choose books on their own accord, and challenges and games will sound more enticing if the prizes offered were varied and appealed to their interests. With ice skating in the winter and free movies and more activities in the summer, Bryant Park is a city favorite.
Bookmark the calendar to see what's on tap. Already a wonder to stroll through and play in, Central Park offers a plethora of FREE activities and classes for kids. The park provides discovery walks and plenty of space for recreation including baseball, soccer, softball, basketball, and handball, plus catch-and-release fishing with poles and bait provided gratis, and so much more.
There are also programs for checkers, dominoes, backgammon, and, of course, chess. Find a full listing of Central Park happenings here. Nestled on the shore of the East River, with an amazing view of Manhattan, sits the serene, free Socrates Sculpture Park, with programming as inventive as the art installations that call it home.
Peruse its upcoming programs here. Sydney Ng 1 day ago. North Korea fires 'unidentified projectile' in third suspected test of the year. Load Error. Microsoft and partners may be compensated if you purchase something through recommended links in this article.
0コメント