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Kids
Reading to Kids is a national program for
character development and reading improvement. Based upon the
unique Kids Reading to Kids methodology that centers
on the concept that “The Power is in the Kids,” Kids
Reading to Kids focuses on preparing kids
for the learning experience by developing
self-confidence and the inner drive to succeed. Often improvement is dramatic and rapid.
Kids
Reading to Kids provides a comprehensive
training program for educators, parents and kids. |
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The National
Reading Problem |
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The Challenge.
It's quietly spoken among educators and policy
makers at national and local levels -- reading
skills of low income kids is a national tragedy
that's not improving. Despite decades of investments
in learning research and national reading programs,
the nation is not meeting the challenge. Reading
proficiency for low income and disadvantaged kids
remains a national disgrace (88% of African-American
and 86% of Hispanic fourth graders do not read at
grade level). Reaching the "hard-to-reach" is not
easy, and conventional reading programs have their
place, but alone they are not sufficient.
A Typical Case Study. To
understand the challenge of reading improvement for
the hard-to-reach, consider this real-world school
in Washington DC:
| Student
Profile |
School Challenge |
 | Only 20% of kids
reading at grade level |
| 87% of kids come from
single parent families |
| 94% are in free or
reduced-cost lunch programs |
| Live in subsidized
housing where 3 generation have lived
with little change |
| Absenteeism is high |
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| Students arrive
conditioned to believe they will fail;
and that they will be unable to learn
because they are inferior |
| Student's enter the
school system unprepared to learn |
| Before student's can
begin to learn effectively, teachers must
stimulate the child's spirit to enable
them to be receptive to the learning
process. Much of the first year can be
absorbed in this process leaving the
students even farther behind |
| School is
disadvantaged in terms of resources |
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To address this challenge, it
takes more than a reading program; it takes a
program that addresses all of the the factors that
are essential for success. Character development as
it applies to confidence building is an essential
ingredient. Science tells us that a child's learning
begins in the first year and vocabulary development
begins at age 2. (See The Missing Link below).
A child's environment influences their learning much
earlier than many parents recognize. Positive (and
negative) messages are learned very early; and these
messages impact future educational success.
Kids Reading To Kids focuses on the
"surroundings for success" that we believe are
essential for meeting the challenge of the national
reading problem.
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The Missing
Link. Childhood development and nurturing that
supports future learning is often neglected in the
1-4 year-old range. This Missing Link in
Education is critical element for the
"hard-to-reach" kids. By the time that kids enter
pre-school they are already conditioned for failure.
Parents and caregivers aren't always aware of the
powerful difference they can make; and they have few
tools to assist them. Importantly, as many as 1/3 of
parents of hard-to-reach kids may have limited or no
English language skills. To
address the Missing Link in Education, a
program of outreach to parents, childcare and foster
caregivers should make these messages clear:
| Learning development is
critical long before pre-school; from birth to
age four. |
| "You" can create an
environment that prepares your child for
learning. |
| "You" are the most important
link to your child's learning success. |
Importantly, if the nation is to
meet the challenge, we must provide these parents
and these hard-to-reach kids with the tools for
success.
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The Role of
Early Reading. Studies show that children who
are read to, told stories or participate in
arts/crafts in the Missing Link in Education
age groups do better in grades 1-4. Proficiency of
the reader is not an important factor -- any reader
will have an impact. African-American and Hispanic
children from low income families participate in
these activities 20-40% less than other income
levels. |
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Bringing Love Into Learning