Participants' perceptions of social emotional well-being as a result of early literacy intervention

This thesis was completed and submitted at Nipissing University, and is made freely accessible through the University of Toronto’s TSpace repositoryThere is a wealth of research available that examines the link between early reading and academic success. There is also a plethora of research involving the best ways to assist children in attaining that success. This phenomenological interview-based research study examined the personal perceptions of students and their parents who have participated in intensive early reading intervention programs. Interviews were conducted and the researcher examined the results of 16 students’ and 7 parents’ reflections on students’ emotional well-being before, during, and after intervention. Student participants ranged in age from 6 to 10 and were enrolled in both rural and urban schools in either English or French Immersion programs. These participants had been part of a previous early learning intervention 3 months to 4 years prior to this study.M.Ed