Effects of a summer emergent literacy intervention for rising kindergarteners

Sara McDaniel, Coddy Carter, Ragan McLeod, Cecil Robinson

Research output: Contribution to journalArticlepeer-review

3 Scopus citations


This study examined the effectiveness of a nine-week summer emergent literacy program implemented in a Young Men's Christian Association (YMCA) summer program that serves families from low socioeconomic backgrounds. Participants were four- and five-year-old children attending a YMCA summer camp. After being placed in appropriate respective skill-level groups, children received one-hour, daily emergent literacy instruction from their camp counselors, who were trained as novice reading teachers. The teachers used emergent literacy activities to support letter-naming fluency and growth in letter-sound correspondence recognition in addition to mastery of read-aloud texts. The 28 participants experienced positive growth on both dependent measures (letter-naming fluency and letter-sound fluency), indicating the efficiency of the intervention as a tool for improving school readiness for children from low-income families. Additionally, the results suggest that beginning reading teachers may be able to conduct effective emergent literacy instruction, making the intervention replicable. Limitations and associated future research directions are discussed.

Original languageEnglish (US)
Pages (from-to)75-87
Number of pages13
JournalJournal of Children and Poverty
Issue number2
StatePublished - Jul 3 2015
Externally publishedYes


  • Emergent literacy
  • poverty
  • school readiness
  • summer programs

ASJC Scopus subject areas

  • Demography
  • Education
  • Sociology and Political Science
  • Urban Studies


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