The Assessment of the Program Theory and Processes of Books for Keeps’ Literacy Mentoring Program

Authors

Allison ShawFollow

Document Type

Article

Session Format

Oral presentation only (in-person)

Location

Arts and Sciences 2-75

Publication Date

2024

Faculty Advisor

Dr. Min Kim

Start Date

27-3-2024 1:00 PM

End Date

27-3-2024 12:00 AM

Abstract

The significance of reading proficiency is frequently emphasized by the time a student reaches the third grade. Third-grade reading proficiency serves as a crucial indicator of a student's potential success in high school and beyond, including college. Research indicates that a failure to attain grade-level reading proficiency by the third grade correlates with increased challenges in comprehending educational requirements and meeting the demands necessary for graduation.

This study focuses on the Books for Keeps Literacy Mentoring Program in Athens, Georgia, which is designed to cultivate supportive relationships between mentors and students, fostering enthusiasm for reading. The examination of the program encompasses an assessment of its theory and design to ascertain its potential for success, as well as an investigation into the effectiveness of its implementation through the analysis of program activities and operations. Having been in operation for approximately a year and a half, the literacy mentoring program is a recent addition to Books for Keeps. The study's findings reveal that the program's goals and objectives have been successfully implemented, contributing to the realization of desired outcomes.

Recommended Citation

Shaw, Allison, "The Assessment of the Program Theory and Processes of Books for Keeps’ Literacy Mentoring Program" (2024). Graduate Research Showcase. 155.
https://kb.gcsu.edu/grposters/155