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Abstract

This paper discusses an after­school service­learning project implemented over the course of the school year in a low SES elementary school. This project offered a sustained, coordinated effort to motivate and engage 57 struggling readers in a skills­based literacy tutoring program. A paired two-sample t­test was conducted to determine if there was a significant increase in scores from the reading attitude pre-survey to the post­survey for the fall 2014 and spring 2015 semesters. Increases in attitude scores were found for 13 of the 20 survey questions with three of the increases found to be significant.

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