Our Literature Program

Literature has always been an essential part of PAGE.

In 2010, we started with reading groups led by three College Interns – many meeting with girls outside on a small wooden stage outside the Spring Creek Community Center. Since then, our Interns have every year led PAGE girls through reading journeys. Small groups of 6-8 girls meet with our Interns each afternoon in our annual Summer Program: reading through a young adult novel, memoir, or poetry collection; sharing thoughts and questions; and developing new understandings of the world – and themselves.

Over the years, PAGE participants have read hundreds of YA books. Some are literary classics, like A Wrinkle in Time. Others are diaries or memoirs by girls living in other places and times: Anne Frank’s heart-wrenching diary from the war years in Amsterdam or Malala Yousafzai’s inspiring memoir, I Am Malala.

PAGE’s Literature Program has emerged as one of its most impactful and popular programs. Our PAGE Evaluation, part of our commitment to research and continual improvement, has confirmed that reading is having an impact on girls’ academic confidence, their social well-being, and their positive engagement with PAGE.

 

We believe that our Literature Program is supporting our mission: to inspire and empower girls through high-quality education.

Girls are gaining a new sense of themselves as readers and empowered local and global citizens through engaging with literature in our reading groups.

[R]eading groups emerged as crucial to achieving literacy and academic engagement outcomes in [PAGE’s] Middle School Program. In addition, analyses indicated that reading groups also promoted social development, as well as being a fun element that promoted attendance and ongoing involvement with PAGE. Given the cross-cutting benefits of the reading groups, PAGE should consider them as foundational to middle school programming. [emphasis added]

October 2019 Evaluation Memo, Dr. Jessica Sperling and Noelle Wyman Roth, Duke | Social Science Research Institute

Partnership for Appalachian Girls' Education
2022-01-29T23:10:32+00:00

October 2019 Evaluation Memo, Dr. Jessica Sperling and Noelle Wyman Roth, Duke | Social Science Research Institute

[R]eading groups emerged as crucial to achieving literacy and academic engagement outcomes in [PAGE’s] Middle School Program. In addition, analyses indicated that reading groups also promoted social development, as well as being a fun element that promoted attendance and ongoing involvement with PAGE. Given the cross-cutting benefits of the reading groups, PAGE should consider them as foundational to middle school programming. [emphasis added]
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Partnership for Appalachian Girls' Education