Reading Matters Winter 2019

Grants, and Target Foundation Early Childhood Reading Grants are sources where teachers can look for funding support. Idea #5: Partner with the community to support students’ literacy development Many community resources are available to support early literacy activities and provide additional information to help families and teachers better serve children’s early literacy promotion efforts. One example of partnering with the community to support students’ literacy development is to partner with pediatric health care providers. Research indicates that pediatric health care providers can positively contribute to the emergent literacy skills of children who live in poverty. Oftentimes the health care provider is one of the first persons parents seek advice from concerning the development of their child (American Academy of Pediatrics, 2015). Some strategies health care providers can take to become an integral part of literacy development include the following: Provide literacy recommendations, on-site materials, and adult resources. When parents take their children for check-ups and other doctor’s visits, health care professionals can discuss with them how language skills and print awareness can be incorporated during everyday activities. For example, parents can be encouraged to share pictures books, engage in oral storytelling, and point out environmental print around the house and in the community. In addition to recommendations for literacy experiences in the community, health care professionals can further foster literacy by creating libraries on the clinic sites. The libraries should house books that represent the culturally and linguistically diverse families that they serve. Parents can wait for their appointment in the library, read with their children, and check out books. Healthcare professionals can also provide parents with adult literacy resources. For instance, physicians and clinic staff can let parents know about how to access bilingual and adult education programs (Diener, Wright, Julian, & Byington, 2003). Model reading activities. Volunteers and health care providers can be taught about the importance of fostering literacy skills at an early age, and can be trained to effectively implement literacy strategies, such as, selecting developmentally appropriate books, reading aloud to children, using appropriate questioning techniques, and encouraging oral communication as they interact with children in the clinic. As families wait to see their pediatricians, these volunteers and clinical staff can sit with the children and model reading activities. Provide children’s books and parent guide materials. When a child owns his own book, it can a powerful way to foster emergent literacy, and health care providers can promote book ownership by giving children culturally and developmentally appropriate books. Children can receive a book at each well- visit while the parents are given a handout with specific ways to integrate the text into daily life (Diener, Wright, Julian, & Byington, 2003; High, LaGasse, Becker, Ahlgren, & Gardner, 2000).

in rural areas are programs that collaboratively plan for several school districts in neighboring communities to come together and participate in a day-long literacy event. For instance, members of the community (teachers, administrators, council members, local business owners, community agency workers, members of the local senior citizen club, and so forth) join together to participate in activities (games, plays, singing and storytelling) on a specific date at a central location that have a focus on reading and writing (Ollerenshaw, 2012). The idea of programs like this is to further promote and enhance literacy for children in poverty-stricken areas by utilizing the local and human resources available to them (Ollerenshaw, 2012). Conclusion Various literacy practices are effective when employed by the school and community to help encourage student reading development in rural communities experiencing poverty. This will involve the teachers, parents, and community so that a comprehensive effort is made to respond effectively to children’s literacy needs. For example, teachers providing authentic literacy experiences and holding performance events for the parents to attend will increase opportunities for student oral and written language exposure. Encouraging parents to participate in literacy practices such as shared book reading and library visits also contribute to positive gains in the child’s reading. Home visits play a vital role in educating parents, as it gives teachers a chance to establish a meaningful relationship with the parent and child while teaching literacy strategies for home use. Finally, cultivating community ties with health care providers and volunteers allow for a combined effort in developing literacy skills at doctor’s visits, community family events, and parent seminars. Promoting literacy activities is essential in the home, school, and community for children in rural families of poverty to experience reading success. These strategies and practices enhance the child’s literacy achievement and create a positive framework for students and parents living in rural poverty to foster a sense of hope. Their economic and educational challenges do not have to determine the outcome of their lives. They can rise above their circumstances with adequate support and resources from the school and community. References American Academy of Pediatrics. (2015). Books build connections toolkit . Retrieved on December 6, 2016 from https://littoolkit.aap.org/Pages/home.aspx

Reading Matters Place Matters

Arnold, D. H., & Doctoroff, G. L. (2003). The early education of socio-economically disadvantaged children. Annual Review of Psychology , 54 , 517-545.

Bryant, J. A. (2010). Dismantling rural stereotypes. Educational Leadership, 68 (3), 54-58.

Burchinal, M. R., Roberts, J. E., Zeisel, S. A., & Rowley, S. J. (2008). Social risk and protective factors for African American children’s academic achievement and adjustment during the transition to middle school. Developmental Psychology , 44 (1), 286-292.

Plan day-long literacy events. Another example of a community resource that supports students’ literacy development particularly

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