Summary Statistics On The Reading Of Succeed Initiative

The 2001 Summer Reading Program sought to meet the following goals: (1) provide children in grades pre-K–3 with the opportunity to improve and retain reading skills in order to achieve greater success in school; and (2) encourage parents to participate and play an active role in reading with their children. The data from all stakeholders in the program - libraries, students, parents, and teachers - demonstrate that the Program made great strides towards meeting its

I attended the seminar entitled “Getting Boys to Read” held in the Erma C Byrd center of the West Virginia University hospital campus on Thursday November 5th . The presenter was a teacher / librarian named Mike McQueen. In his presentation he spoke about strategies to make reading more appealing to young male readers, and common mistakes that he feels tend to drive young boys from reading. Some of the concepts Mr. McQueen puts forth are common well known facts that may only surprise the most isolated and close minded of teachers. Other ideas were more interesting and some near self contradictory. Included in the seminar the attendees were given a copy of the speaker’s book by the same title. The book gives 114 tips and strategies to help literacy in boys and expert interviews to reinforce his strategies.

Next, is the Early Literacy Intervention Literacy Intervention Initiative Act. “The early childhood years are the most Important period for literacy development.” (Freeman, Decker, Decker (2013) p. 231). The Early Literacy Initiative is a joint effort with the State and local government to identify children with reading deficiencies and implement early reading intervention programs. The purpose of Early Literacy Initiative is to reduce the number of poor readers by providing research based prevention programs to ensure that every student can read by the 3rd

Recognizing that illiteracy/low literacy is a family issue, our Adult & Family Literacy Program also offers reading enrichment to children who are struggling with reading in the 2nd-4th grades – the crucial time when children are transitioning from learning to read to reading to learn.

The first day at Martin Luther King Jr. Elementary School the organization greeted students. The organization wanted the students to know that the “community supports their education” (O’Neill,Jennifer). Another way The 100 Black Men participants in empowering children is by interacting with “MORE (men organized to raise engagement)” (“National”). The organization also helps with many different academic programs. One of the many programs is called “project SOAR” which helps support achievements a student has in school (“Education). Another way the 100 Black Men is empowering is by leadership skills. The organization has a mentoring program. The mentors are trained online and has at least a one relationship with one school per year (“Mentoring”). When a child is being mentored they are less likely to skip school. Also students are more likely to have a positive attitude and become more exuberant (“Mentoring Impact”). Altogether the 100 Black Men is an empowering group too many adults and

When the school year began Brando’s reading level was similar to that of a kindergarten student in the sixth month of school, which was captured on the STARS assessment test. Brando himself knew that one of his challenges was reading, thus, at the beginning of the school year, one of his classroom goals was to be a better reader. Similarly to Brando, my desire was for Brando to be a better reader along with my eight other students who were reading two or three grade levels below their actual grade.

Aware of the need of a summer program in Whitakers, and Enfield I developed a 6 week summer literacy program, named “Quest to the Future”, this program is designed to meet the needs, and build on the strengths, of students who may have struggled along their literacy path. Activities for children feature cooperative play and included indoor/outdoor games, arts and crafts, healthy cooking, summer garden, aqua Zumba, taekwondo, line dancing, swimming, sewing, and field trips. Furthermore, the program focus on areas of interest: science, sports, acting, creative thinking,

After a century and a half of universal public education, and despite the highest per-pupil expenditure on public elementary and secondary education in the world, forty percent of United States fourth graders read below the minimally acceptable level, according to National Assessment of Educational Progress (NAEP). And for minority students in inner-city schools, that rate is 65 percent. It is an accepted fact that children who do not read by fourth grade almost always fall behind in all other subjects. (It is even more moving to realize that children learned to read well in one-room schoolhouses before all of the debate about “best practices,” pedagogy, etc.)

Therefore, I was satisfied in 1997 when Congress subsidized the National Reading Panel (NRP) to assess research about instructing youngsters to read. In spite of the fact that there was at first a decent arrangement of debate about the discoveries of the report, all U.S. grade teachers were soon exceptionally mindful of the five "key components" of reading direction (phonemic mindfulness, phonics, familiarity, vocabulary, and appreciation). Educators of English language learners (ELLs), notwithstanding, were left to think about whether and how the discoveries of the NRP connected to their students. How would you show reading cognizance in English when they don 't yet fathom the English language? In 2002, the U.S. Branch of Education supported the National Literacy Panel on Language Minority and Youth to study, select, and orchestrate research on showing language-minority students to read and compose. What amount of assistance will this report accommodate educators of ELLs? We already knew this (see, for instance, Collier & Thomas, 1997), and it doesn 't help instructors working in circumstances where literacy guideline in the local language is unrealistic. Notwithstanding, this finding is in view of just 14 studies that took a gander at the direction of the fundamental components of reading with ELLs. In light of the little number of studies, this suggestion is in view of the way that there is nothing in these 14 studies that negates the discoveries of the various

In LIBS 6135 I created a pamphlet intended for the caregivers of primary age children to advocate for children’s literacy. This pamphlet included materials that are listed on the Children’s Notable Lists from the Association of Library Services to Children. Twenty five resources were chosen to highlight in the pamphlet, along with a description of each. Also included is information to help children grow as readers and cultivate a love for reading. Materials included are books, videos, audio recordings, and software. Materials were chosen in order to meet the interests of a diverse population of students in grades kindergarten through second. The created pamphlet listed community contact information for reading organizations in the area so that parents could learn of other reading events and resources. The pamphlet will be distributed at our school’s reading night.

Moreover, the validity of the IRI data matches students with fitting literacy resources, place kids in direct reading gatherings, plan direction to address students' prominent qualities and requirements, and archive literacy advancement after some time (Nilsson, 2008).

In the United States it is becoming more and more likely for children to grow up without their fathers. Father absence is a crucial social issue and can be linked to dozens of our most pressing social dilemmas. David Blankenhorn of the American Experiment said “this trend of fatherlessness is the most socially consequential family trend of our generation” (Blankenhorn). Father absence in the American home has a serious and negative effect on the well-being of our society.

Regarding demographic information, white (n=4) and African American (n=3) participants made up 70% of the responses. Responses also included 20% from Hispanics and 10% Asians. Female participants outnumbered males 60% to 40%. The distribution of participants is comparable the university demographics.

There was a total of 288 participants with 145 being girls and 143 being boys. Marinak and Gambrell (2010) collected data from “three elementary schools in a large suburban school district serving 12,000 students” (p.133). In these three schools, 50% of their population were Caucasian, 30% African American, and 20% Asian. The basal reading program was used for instruction in this district. A reading specialist, who the children did not know, conducted the survey. There was a total of 20 question and they could answer 1-4, with 4 meaning they agreed with the statement. There were 10 questions about how they valued reading and 10 questions on their self-concept as a

Study participants age ranged from 6 years up to 17 years old with 58.3% males. No significant difference detected between males and females regarding age distribution ( p ═ 0.1). More than half of the mothers of the studied sample (67.3%) were illiterate or informally educated, and almost all of them were housewives, 89.4%. As for the fathers, nearly 40% of them had formal education at or beyond secondary school, and 45.4% had irregular work. The majority of participants, 54.8% were members of large family size (more than 5) with half of participants classified in the low socioeconomic level.