After School Learning

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Supporting Research


The Scholastic After School Learning Program was developed with scientific research findings on reading, instruction, and technology literacy.

Components of the Scholastic After School package Research Focus Research Foundation

1. After School Learning Complete Package and Literacy Fun Packs

Impact of Non-Fiction Text
  • Reading of non-fiction text improves student achievement.(Palmer and Stewart, 2005)
  • Non-fiction text motivates students to seek answers to questions about the world. (Guthrie 1996, Sweet and Guthrie, 1996)
  • "Non-fiction can facilitate students′ understandings of a wide range of topics, thereby providing an important complement to textbooks." (Moss and Hendershot, 2002)
  • Interactive reading of nonfiction texts improves children′s reading. (Oyler and Barry, 1996)
Major Impact of Student Choice
  • Providing students with opportunities to choose their own books and time to read during content area classes allows students to engage with interesting texts that they themselves have chosen. (Vacca & Vacca, 2005)
  • Having choices of what to read is a proven motivator for students. (Moss and Hendershot, 2002)
  • "Having an abundance of available books enables students to answer their questions and foster their sense of wonder." (Guthrie, Alverson, and Poundstone, 1999)
Use of Leveled Text
  • Exemplary content area instruction includes the use of multiple texts with varied difficulty levels. (Allington and Johnston, 2002; Jaggar & Smith-Burke, 1985)

2. Easy-to-use lesson plans, support materials, instructor guides & professional development

Differentiated Instruction
  • "The more learners are situated at the center of their own learning process, the greater the extent of their understanding and mastery of desired outcomes." (McTighe, Jay and Brown, John L., 2005)

3. State-of-the-Art Listening Library

Benefits of Read-Along
  • Children who hear a book repeatedly respond more deeply, with greater interpretation. (Martinez & Roser,1985; Morrow, 1988)
  • "By listening to good models of fluent reading, students learn how a reader′s voice can help written text make sense." (Center for the Improvement of Early Reading Achievement, 2003)

4. Paperback Fiction Collection

Motivation to Read
  • "Kids say that the #1 reason why they do not read more is because they cannot find books they like to read." (Yankelovich and Scholastic, 2006)
  • Increases in intrinsic motivation are related to breadth and frequency of reading. (Guthrie, Wigfield, Metsala, & Cox, 1999; Guthrie et al, 1996)
Benefits of Series Books
  • Series books encourage reading for pleasure and promote improved decoding and comprehension. Feitelson, and Goldstein, 1986; Rosenhouse, Feitelson, Kita, and Goldstein, 1997)
Positive Effects of Frequent Reading
  • Children′s reading frequency is a predictor of their reading comprehension. (Wigfield, Guthrie, Tonks, and Perencevich,2004)
Independent Reading Promotes Academic Achievement
  • Independent reading outside of school is correlated to improved vocabulary and reading comprehension. (Guthrie and Greaney, 1991; Taylor, Frye, and Maruyama, 1990)

5. After School Fun and Learning Center

Importance of Student Information Technology Literacy
  • "There is no dispute over the need for America′s students to have the knowledge and competence to compete in an increasingly technology-driven world economy." (U.S. Department of Education, Office of Educational Technology, 2004)
Technology Use and Improved Literacy
  • "Contrary to what might be expected, kids who use technology devices to read or listen to books are more frequent and more engaged readers." (Yankelovich and Scholastic, 2006)