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Literacy powerpoint


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Literacy powerpoint

  1. 1. • Children living in poverty are more likely to display antisocial behaviors and suffer from depression • Lower levels of poverty may also impact a child’s cognitive skills, such as memory, letter recognition and advances in reading • Low income families engage in much less conversation and use smaller vocabularies when talking with their children •By the time children from low income families enter kindergarten, they are 12-24 months below national norms in language and prereading skills • Children facing poverty often have little to no access to books and reading ultimately leading to reductions in academic achievements
  2. 2. • By the age of 3 children from wealthier families have typically heard 30 million more words than children from low income families • Middle and upper class families often provide a large variety of books leading to advantages in social, emotional and cognitive dimensions • Children from families of higher socioeconomic statuses are more likely to attend summer camps, participate in family travel and benefit from other learning and enrichment activities which reinforces, maintains and improves literacy skills
  3. 3. • Students may encounter new rules, norms and values in school that contradict with the culture in their home • Some children have strong academic backgrounds in their home language, however some particular English sounds do not exist in the native language of some cultures •Basic literacy skills, such as turning the pages of a book, may be lacking for some students • Children from other cultures often face peer-rejection resulting in poor social skills, behavior problems and low levels of academic achievement • The home culture of students is often overlooked in school
  4. 4. • The more types of reading and literacy materials there are in the home the higher the students scored in reading, writing and math • There is a substantial relationship between the parents educational attainment, occupation and involvement and their child’s reading comprehension levels at schools •Parental strengths such as warmth and sensitivity increases development and comprehension in language and academic growth •According to the National Center for Education Statistics (NCES), only 53% of children ages three to five were read to daily by a family member
  5. 5. • Less than half of high school students read 10 books per year • One in six children who are not reading proficiently in third grade do not graduate from high school on time, a rate four times greater than that for proficient readers • Poor reading skills in the early elementary grades are highly correlated with later delinquency • A firm foundation in early literacy provides children with essential skills for future professional development and a successful career
  6. 6. • Children should have opportunity for meaningful interactions with printed materials • Create a book and literacy rich environment • Provide parents with community resources • Incorporate phonological awareness and instruction • Plan a wide variety of literacy integrated activities such as games, role plays and songs
  7. 7. The purpose of this activity is to provide children with the opportunity to explorer reading, writing and creativity while giving the educational professional a chance to assess developmental skills such as literacy, motor and social skills.
  8. 8. • The Urban Child Institute policy/policy/poverty-can-jeopardize-thedevelopment-of-literacy-and-early • National Education Association • The Future of Children 56 • The American Prospect • National Prevention Center Network: Early Literacy Development • Early Literacy Instruction for English Language Learners • Pathways to Early Literacy: The Complex Interplay of Child, Family, and Social Cultural Factors • Economic Factors Affecting Children