2006-2007 Results

In the 2006-2007 school year, 23 young children participated in the Early Childhood Program, averaging a total of 15 reading sessions. Over the course of the year, an average of seven different volunteers read and reread to each child an average of 21 books.
Based on observations made by reading volunteers at the beginning and end of each child's program participation, 62% of children improved in all eight reading areas assessed.
Specific area findings reveal that by the end of the program:
- 70% of all 23 participating children expressed themselves better using words and expanded sentences.
- 63% answered and asked more questions
- just above half (52%) of the children participated more actively in conversations and enjoyed and valued reading more
- 75% demonstrated a better understanding of print concepts
- 61% comprehended as well as interpreted at a higher level the meaning of books' contents

For the 2006-2007 school year, Power Lunch students significantly outperformed non-Power Lunch students in six key areas of reading skills.
In a five-year longitudinal study, Power Lunch students continued to outperform their non-Power Lunch peers long after the program was finished, and continued to make gains on test scores.
Power Lunch students also preserved positive or neutral attitudes towards reading over the five-year period, as opposed to non-Power Lunch students, whose attitudes towards reading significantly declined.

For the 2006-2007 school year, more Workplace Mentoring students met or exceeded the ISAT Reading Achievement standard than their peers in the control group.
Workplace Mentoring students also maintained or improved their attitudes towards reading over this period.
Students who continued to participate in WPM for two years maintained a positive value of reading whereas students who discontinued their participation declined in value - underscoring the importance of continues participation in WITS programs.