Reach Out and Read

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Reach Out and Read
Your Opportunity to Impact the Cycle of
Poverty
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(No Transcript)
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Benefits of Becoming a Site

• Engage and calm child
• Strengthen relationships
• Build connections
• Help with sleep, toilet training, behavior
• Assess Development
• Waiting Room Enrichment

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Reading Aloud and ChildrensLiteracy
Development(National Research Council, 1999)

• Literacy development begins prior to reading
• Early language and literacy experiences form the
  foundation for later reading and language
  competencies

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Reading Aloud is The single most important
activity for building the knowledge required
for eventual success in
reading Report of the Commission on
Reading-National Institute of Education, 1985
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Benefits of Reading Aloud

• Reading aloud to children
• Stimulates imagination
• Fosters language development
• Promotes reading skills
• Prepares children for school success
• Motivates children to love books

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The Importance of Emerging Literacy (National
Research Center, 1999)

• Children at risk for reading difficulties are
  those who start school with
• lower verbal skills
• less phonological awareness
• less letter knowledge
• less familiarity with the processes
• of reading

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Poverty

• According to the CDC (2000), 1 out of every 5
  children in the U.S. lives in poverty ( 16,090
  for family of three, 5 million children live in
  extreme poverty 6930/yr)
• 62 of children whose parents have less than a
  high school education live in poverty (need to
  break the cycle)
• Greatest environmental toxin--Steve Parker,
  Boston Medical Center

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Education Statistics

• KG teacher survey 35 of kids arent ready to
  participate in KG
• Nationally, 35 of first graders are placed in
  remedial reading programs
• 37 of 4th graders perform below basic reading
  levels on national standardized tests for reading
  (2/3 of Hispanic children in 1994)
• Hard to catch up (75 of 3rd graders with reading
  problem still present in 11th grade)
• Failure to read at grade level is a potent
  predictor of students who drop out

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Education Statistics --Local

• Colorado Graduation Rates Class of 2000
• Total 80.9
• White 85.3
• AA 69.1
• Hispanic 65.0
• Grade 3 CSAP Scores At or Above Proficiency
• Colorado 72
• DPS Total 50
• Hispanic 40
• AA 47
• White 79

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• Low adult literacy is common, often
• overlooked and has implications for health
• NALS (Level 1 (lowest)-5 (highest)
• U.S. 48 of adults read in levels 1 and 2
• Denver 62 Highlands Ranch 16.5
• Needed skills for current economyLevel 3
• 66-75 of adults in lowest level reported
• they read well or very well

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Health Literacy

• The ability to obtain, read, understand, and
• use health care information
• Many people are ashamed and hide their
• lack of reading ability. As a result, most
• patients are overlooked. Many NALS-1
• readers
• 1. are U.S. born (75)
• 2. are White (50)
• 3. hold a job (40)--presumably higher
  after welfare reform
• 4. finished high school (25)

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Health Literacy -2-

• Implications of low literacy
• 1) probably strongest risk factor
  for poor health status
• 2) less health knowledge
• 3) more hospitalizations
• 4) increased health costs--
  estimated at 73 billion in 1998
• Books and literacy are the on ramp to
• the information highway--Pat Schroeder
• Only 10 in 1000 health websites are
  accessible to average reader

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The Importance of a Clinic-Based Intervention

• Medical Providers
• Reach most parents and children
• Have repeated one-on-one contact with families
• Provide trusted guidance about childrens
  development
• May serve as the only source of formalized
  support for poor families

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• Anticipatory guidance for parents about sharing
  books with young children may be the only
  concrete activity of a pediatric provider that
  has been proven to promote child development.
• Barry Zuckerman,MD Founding Director, Reach
  Out and Read

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Clinic-based Intervention to Promote Literacy
(Needlman et. al., 1991)

• A pilot study designed to determine if exposure
  to a clinic-based literacy intervention promotes
  parents reading aloud to children
• Conducted waiting room interviews with 79 parents
  regarding childrens literacy orientation
• Results indicated that parents who received a
  book through ROR were 4 times more likely to
  report reading to children

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Frequency of Reading Aloud (High et. al., 2000)
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Attitudes Toward Reading (High et. al., 2000)
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Childrens Expressive and Receptive Language
Competencies (Mendelsohn et. al., 2001)
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The Book as Assessment Tool

• Use the book to assess childs development
• Fine motor development
• (maturity of grasp, hand skills)
• Social/emotional interaction
• Cognitive skills
• (attention, memory)
• Expressive and receptive language
• (vocabulary and comprehension)

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MILESTONES OF VISUAL DEVELOPMENT

• Visually oriented to objects in the room
• Develops interest in pictures
• Enjoys hide and seek
• Visually inspects toys she can hold
• Visually responds to smiles and voices of people
• Sweeps eyes around room to see what is happening

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Age 6-12 months

• Reaches for book
• Puts book in mouth
• Sits in lap
• Communicates through gestures and early
  utterances
• Begins to understand a few words

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24-36 Months

• Turns paper pages
• Protests when pages are skipped
• Recites familiar parts of stories
• May know 320 words
• Requests same book repeatedly

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3 Years and Older

• Understands more complex stories
• Anticipates outcomes
• Attempts writing
• Begins recognizing letters
• Asks why questions
• Attempts to use sentences and grammar