Growing Readers through Family Literacy


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Shay Kraley, Family Literacy Director
Colleen Alles, Family Literacy Coordinator

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  • CA
  • CAWe are a nonprofit that has been providing reading and ESL instruction to adults since 1986We have won 2 “Best Practice” awards from the State of Michigan, and in 2009, we were featured on ABC World NewsWe have 5 programs:Adult Tutoring, which provides one-on-one instruction to adultsCommunity Literacy Initiative, which is a coalition that brings agencies together to promote literacy, 0 to adultCustomized Workplace English, which provides instruction and employability skills to adultsIglesias de Esperanza (Churches of Hope), which provides ESL instruction and oversight within the faith-based community
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  • SK How does adult low literacy impact the entire family?According to CLI’s Literacy Report:“For children who were poor for at least a year and were not reading proficiently in third grade, the proportion that did not finish HS was 26%--which was more than six times the rate for all proficient readers.”“Children who live in poverty often do not have access to…high quality childcare or early education…Many are lacking the developmental skills needed for successful learning once they enter school.
  • SK “Reading at grade level by the end of third grade is therefore critical…in order to promote literacy, there are several supports a child may need, such as: early readiness programs, out of school time programs, community initiatives, and parental engagement.”According to CLI’s Literacy Report, approximately 1 in 3 third-grade students are not reading at grade level
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  • SKLow literate parents who don’t know how to get involved in their children’s education get trapped in these cyclesDiscuss how this is the solution Parent Education – connect to the fact that the mother’s lack of education is one of the biggest risk factors that hamper a child’s learningParent Time – connect to the fact that parent engagement is so important
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  • SK – SK MAKE EDITS, IF NEEDEDIf we switch to 2012-13 Achievements, use these for CB:69% of adults96% of children75% with HS83% increased involvement in prelit
  • SK You don’t have to follow the NCFL model to integrate FL into your school.“Offer Parent Time” – have parents pick the topics“Provide book giveaways” – can your agency host a book drive?
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  • SKWe know that low literacy is cyclical and intergenerationalAs supported by NCFL research, the number one indicator of a child’s success in school is the education level of the parents.
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  • Growing Readers through Family Literacy

    1. 1. Growing Readers through Family Literacy Colleen Alles & Shay Kraley
    2. 2. Literacy Center of West Michigan Colleen Alles, Head Start for Kent County partnerships Shay Kraley, Grand Rapids Public Schools & Godwin Heights partnerships Adult Tutoring Family Literacy Community Literacy Initiative Customized Workplace English Iglesias de Esperanza One-on-one tutoring for adults in language skills. Occurs weekly at local libraries. Partnerships with Head Start and schools. Coalition uniting agencies to improve literacy for all ages. Group classes and business services for adults in language and employability. Language instruction to Spanish-speaking churches and clergy.
    3. 3. The Impact of Adult Low Literacy  Thinking globally *Statistics collated by Project Read
    4. 4. The Impact of Adult Low Literacy  Thinking nationally
    5. 5. The Impact of Adult Low Literacy  Thinking locally: 21% of adults in Grand Rapids are low literate. 14% of adults in Kent County are low literate.
    6. 6. The Impact on the Family • According to the NCFL, low family income and a mother’s lack of education are the two biggest risk factors that hamper a child’s early learning and development.
    7. 7. The Impact on the Family • If a third-grader is not reading at grade-level by the end of third grade, they are at risk of: • Remaining poor readers through high school • Having low self-esteem and lack of motivation to learn • Dropping out of high school • Not attending college Limited education and low literacy are intergenerational cycles that are very difficult to break.
    8. 8. Parental Engagement is Crucial • When parents are involved, students have: • Higher grades, test scores, graduation rates • Better school attendance • Increased motivation • Better self-esteem • Lower rates of suspension • Decreased use of drugs and alcohol • Fewer instances of violent behavior *National Parent Teacher Association
    9. 9. Parent Education Parent Time Children’s Education Parent and Child Together (PACT) National Center for Family Literacy
    10. 10. LCWM’s Family Literacy Programs Partnership with GRPS/GHPS Partnership with Head Start Parent Education Parent Time Children’s Education Parent and Child Together (PACT) Weekly ELL classes at child’s school Weekly tutoring in libraries Time within the Family Nights Provided by Head Start teachers Monthly Family Nights 1 hour/week within the ELL classroom Provided by classroom teachers Monthly Family Nights
    11. 11. LCWM’s Family Literacy Programs Family Literacy – Head Start 2011-12 Achievements • 90% of all adult learners made language gains, 100% of all children made literacy gains, and 70% of parents increased involvement with HS. • 100% of parents are more involved in pre-literacy activities with their children. Family Literacy – GRPS/GHPS 2011-12 Achievements • 79% of all adult learners made language gains, 61% of all children met reading growth targets, and 53% of parents increased involvement with schools. • 78% of parents are more involved in literacy activities with their children.
    12. 12. Incorporating Family Literacy in Your Work  Build relationships with parents  Hold recurring family events  Build a family literacy-rich environment  Offer Parent Time  Provide book giveaways  Create family newsletters w/ hands-on family literacy activities
    13. 13. Identifying Low Literate Parents  Gives excuses for not reading:  “I forgot my glasses”  “I don’t have time to read that right now”  Takes a long time or appears confused when given something to sign or read.  Becomes agitated or anxious when given something to sign or read.  Asks to take materials home to read or fill out.  Depends on others for reading and writing.  Avoids situations which require reading.  Misses appointments or gets dates and times mixed up.
    14. 14. Working with Low Literate Parents  In printed material:  Use larger, simpler font  Simplify your language  Use bullet points  Highlight important points  Provide support:  Reminder calls  Resources  Remove personal bias
    15. 15. Growing Readers in Low Literate Homes  Teach parents how to:  Share books with their children  Create literacy-rich home environments  Model literate behaviors and incorporate literacy into daily routines  Access free family resources in the community  Have conversations with their children  Learn about different types of children’s books to use
    16. 16. Colleen Alles, 459-5151, ext. 13 Shay Kraley, 459-5151, ext. 26