Introduction Whether it’s children in American or Children in any European country the more that they read and the better they are at it the better of a student they will be. With the increasing demand for college educations and technical schools to work and take care of a family, reading must be something that is stressed from almost the time of conception. The following review of the literature confirms that reading more than just at home and in small groups will benefit the community both today and tomorrow; leading to a brighter and more knowledgeable future. Parents aren’t reading enough to their children, I know as a parent we are busy but we have to make sure that our children are being read to and learning to read fluently. This isn’t just an American issue but a worldwide thing that needs to be fixed. Burnie (2015) journal excerpt looks at the study of Tasmanian households and the children starting school is 5.3 times more likely to be developmentally vulnerable if their parents do not regularly read to them or encourage their reading. The primary concern with children whose parents don’t read to them is the disadvantage that these children start out with when it comes to development. Burnie’s provides an analysis of the importance of the parents reading to children and supporting the idea that it is encouraging children to read outside of the home will help and counteract when a parent chooses not to read. By giving the children a different platform to read will be able to help counteract the parents who aren’t reading at home. Studies have shown that those who learn in groups typically retain information better than those who do not. Blachman (2004) says that students with reading difficulties can benefit from supplemental reading instruction provided in small groups. Blachman did a study with one child versus the next. One of the children who participated in the small groups and another who did not and the study showed that it was well worth participating in small groups. With education being such an important part of our lives we should make sure we educated the next generation. Knowing that all children do not come from the same background, we have to try and close the gap on parent’s behalf. Fruehwirth (2019) says better-educated parents tend to invest more in their children and are better able to teach them. This allows parents to take a break from educating their children and allow the volunteers of the storybook tent to promote reading which will help the community both now and in the future. Humble and Dixon’s (2017) excerpt allows me to speak on the lack of time that some military parents may have. Dixon shows 3 main reasons that poor children struggle educationally. Not that all military parents/families are poor but are for sure spending a lot of time working that could otherwise be spent on dedicating time to the child. It allows me to speak on both my childhood and current situation on what I’d like to provide. Coming ...

1. Introduction
Whether it’s children in American or Children in any European
country the more that they read and the better they are at it the
better of a student they will be. With the increasing demand for
college educations and technical schools to work and take care
of a family, reading must be something that is stressed from
almost the time of conception. The following review of the
literature confirms that reading more than just at home and in
small groups will benefit the community both today and
tomorrow; leading to a brighter and more knowledgeable future.
Parents aren’t reading enough to their children, I know as a
parent we are busy but we have to make sure that our children
are being read to and learning to read fluently. This isn’t just an
American issue but a worldwide thing that needs to be fixed.
Burnie (2015) journal excerpt looks at the study of Tasmanian
households and the children starting school is 5.3 times more
likely to be developmentally vulnerable if their parents do not
regularly read to them or encourage their reading. The primary
concern with children whose parents don’t read to them is the
disadvantage that these children start out with when it comes to
development. Burnie’s provides an analysis of the importance of
the parents reading to children and supporting the idea that it is
encouraging children to read outside of the home will help and
counteract when a parent chooses not to read. By giving the
children a different platform to read will be able to help
counteract the parents who aren’t reading at home.
Studies have shown that those who learn in groups typically
retain information better than those who do not. Blachman
(2004) says that students with reading difficulties can benefit
from supplemental reading instruction provided in small groups.
Blachman did a study with one child versus the next. One of the
children who participated in the small groups and another who
did not and the study showed that it was well worth
participating in small groups.

2. With education being such an important part of our lives we
should make sure we educated the next generation. Knowing
that all children do not come from the same background, we
have to try and close the gap on parent’s behalf. Fruehwirth
(2019) says better-educated parents tend to invest more in their
children and are better able to teach them. This allows parents
to take a break from educating their children and allow the
volunteers of the storybook tent to promote reading which will
help the community both now and in the future. Humble and
Dixon’s (2017) excerpt allows me to speak on the lack of time
that some military parents may have. Dixon shows 3 main
reasons that poor children struggle educationally. Not that all
military parents/families are poor but are for sure spending a lot
of time working that could otherwise be spent on dedicating
time to the child. It allows me to speak on both my childhood
and current situation on what I’d like to provide. Coming from
the not so wealthy part of Fort Worth, TX I was able to
experience kids whose parents didn’t have the time at home to
make sure they read books at night and showed up to school on
time due to having to work the majority of the time to survive.
Reading and writing in the American society are two essential
things, they are in direct correlation of one another according to
Koutsoftas (2016) who looks at the study and evaluates how
intermediate-grade children with and without written language
difficulties fared on a writing task housed within the Hayes and
Berninger writing process framework. The study was performed
in 2014. The primary concern with children having writing
difficulties, is that they struggle with story-building and
spelling proficiency compared to those who do not and it is
believed that reading plays a major factor.
This article breaks down and proves the importance of reading.
It provides data showing the direct correlation of reading,
writing and the understanding of the language. I believe that
writing a summary during a standardized test is much more of a
task if you struggle to read or fail to read often.

3. In society, we’ve seen numerous accounts of young males from
lower-income communities being incarcerated. According to a
study done in 2012 if prison base how many cells to have based
on the amount of 3rd graders who cannot read. Saying if you
can’t read, well we have a cell for you. Again this expresses the
importance of education and reading. It supports my proposal
showing the correlation between lack of education and young
offenders. Snowling (2000) studies show that a way to prevent
young offenders and re-offending is through educational
interventions. We should be able to prevent the first offense by
promoting reading at a young age.
How can a child who can’t read be expected to be successful at
math or science? Wanzek (2017) study allows me to diversify
my argument that reading is not just important to schooling
when it comes to language arts but across all subject content
areas. This shows that children need to be proficient at reading
to progress in all subjects of school and multicomponent
intervention allows children to accelerate reading abilities.
Conclusion
The future of today has been tarnished in parts of the world due
to a lack of education, unfortunately. Education and the better
reader is something that we can all fix with a little help from
the community if just to promote reading and make it fun. Some
many children are being left behind in education because the
time isn’t being taken for them to learn how to read. This isn’t
just an issue in low-income communities but globally. We
should make a change in our community to help positively
impact the future of tomorrow.

4. BROWN-WOOD CHDV 131 F19
LANGAUGE DEVELOPMENT ASSIGNMENT #1:
Reflections on Your Development of Language
When learning and understanding new concepts, utilizing our
background knowledge and experiences gives us a foundation
on
which to construct new understandings. This assignment will
give
you the opportunity to reflect on your own lived experiences as
it
relates to your developing language and literacy skills.
For this assignment, you will
a) use your own recollection of growing up and learning/using
language as well as
b) interview someone close to you who had experiences with
you as you grew up. This can include a parent, guardian,
grandparent, sibling, or others within your immediate and
extended family, or close friends. The purpose of this interview
is to get an idea of how
your language developed through infancy and toddlerhood,
middle childhood, and
adolescence. After your interviews, you will complete a
reflection.
Your reflection: Use your recollection and questions you asked
an interviewee to paint a picture
of your experience with language from an early age. Be sure to
discuss any positive experiences
or challenges you may have experienced related to your

5. developing language and literacy skills
(both now and then). Also, while the reflection needs to be
written in English, feel free to include
words and phrases in other languages but do translate them into
English
As you complete your assignment, please separate your
reflection into the following sections:
I. Language and literacy at home (3 points)
a. Give an overview of your developing language and literacy
skills though
infancy/toddlerhood, middle childhood, and adolescence and the
types of
experiences you had at home.
II. Language and literacy at school (3 points)
a. Give an overview of your developing language and literacy
skills though middle
childhood and adolescence and the types of experiences you had
at school or in
school settings.
III. Language experiences now (3 points)
a. Reflect on your language and literacy skills now. Especially
pay attention to your
reading and writing skills, your use of language, and your
experiences learning
another language or using multiple languages.
IV. Language and Theory (3 points)
a. Now that you have explored your own language and literacy
experiences, select

6. and explain a theory/theorist we discussed in class or from the
first chapters of the
book that you feel aligns with your ideas of how language
develops. Use your
own experience as examples to support your theory and to cite
your source.
Assignment Formatting
• Worth 15 points
• Times New Roman or
Arial
• 12 pt. font
• Double-spaced
• 2-5 pages long
• APA format for
citations
• Checked for grammar
and spelling errors
• Submitted to Canvas as
a pdf by the due date
BROWN-WOOD CHDV 131 F19
Sample Interview Questions
Use these questions to ask yourself and the individual you
interview. These are just some questions you
can ask. Feel free to expand these questions during your
interview or to ask ones that are not listed here
but are related to your language and literacy skill development.

7. Infancy and Toddlerhood (Birth to age 2)
• What do you remember about my language as a baby or
toddler?
• What were my first words?
• Did I talk a little or a lot?
• Did I engage in back-and-forth games (pat-a-cake, etc)?
• What kind of activities did I enjoy doing?
• Was I exposed to more than one language? Which languages
and who spoke them around me?
• Did I have any negative experiences related to learning
language or literacy?
Middle Childhood (Age 3- age 12) and Adolescents (Age 12-
age 18)
• Did I talk a lot or a little?
• Did I enjoy reading and writing or activities related to
literacy?
• How did I do in school regarding using language as well as
reading, and writing? Were these
difficult or easy subjects for you? Did I excel or have
challenges related to these subjects?
• What kind of activities did my teachers have you do related to
language, reading, and writing?
• Did I learn a new language during this time or speak more
than one language? What kinds of
experiences did I have concerning speaking multiple languages?
• Did I have any negative experiences related to learning a new
language or speaking other

8. languages?
• Did I enjoy using and playing with words or telling jokes or
riddles?
BROWN-WOOD CHDV 131 F19
LANGAUGE DEVELOPMENT ASSIGNMENT #1:
Reflections on Your Development of Language
When learning and understanding new concepts, utilizing our
background knowledge and experiences gives us a foundation
on
which to construct new understandings. This assignment will
give
you the opportunity to reflect on your own lived experiences as
it
relates to your developing language and literacy skills.
For this assignment, you will
a) use your own recollection of growing up and learning/using
language as well as
b) interview someone close to you who had experiences with
you as you grew up. This can include a parent, guardian,
grandparent, sibling, or others within your immediate and
extended family, or close friends. The purpose of this interview
is to get an idea of how

9. your language developed through infancy and toddlerhood,
middle childhood, and
adolescence. After your interviews, you will complete a
reflection.
Your reflection: Use your recollection and questions you asked
an interviewee to paint a picture
of your experience with language from an early age. Be sure to
discuss any positive experiences
or challenges you may have experienced related to your
developing language and literacy skills
(both now and then). Also, while the reflection needs to be
written in English, feel free to include
words and phrases in other languages but do translate them into
English
As you complete your assignment, please separate your
reflection into the following sections:
I. Language and literacy at home (3 points)
a. Give an overview of your developing language and literacy
skills though
infancy/toddlerhood, middle childhood, and adolescence and the
types of
experiences you had at home.
II. Language and literacy at school (3 points)
a. Give an overview of your developing language and literacy
skills though middle
childhood and adolescence and the types of experiences you had
at school or in
school settings.
III. Language experiences now (3 points)
a. Reflect on your language and literacy skills now. Especially

10. pay attention to your
reading and writing skills, your use of language, and your
experiences learning
another language or using multiple languages.
IV. Language and Theory (3 points)
a. Now that you have explored your own language and literacy
experiences, select
and explain a theory/theorist we discussed in class or from the
first chapters of the
book that you feel aligns with your ideas of how language
develops. Use your
own experience as examples to support your theory and to cite
your source.
Assignment Formatting
• Worth 15 points
• Times New Roman or
Arial
• 12 pt. font
• Double-spaced
• 2-5 pages long
• APA format for
citations
• Checked for grammar
and spelling errors
• Submitted to Canvas as
a pdf by the due date

11. BROWN-WOOD CHDV 131 F19
Sample Interview Questions
Use these questions to ask yourself and the individual you
interview. These are just some questions you
can ask. Feel free to expand these questions during your
interview or to ask ones that are not listed here
but are related to your language and literacy skill development.
Infancy and Toddlerhood (Birth to age 2)
• What do you remember about my language as a baby or
toddler?
• What were my first words?
• Did I talk a little or a lot?
• Did I engage in back-and-forth games (pat-a-cake, etc)?
• What kind of activities did I enjoy doing?
• Was I exposed to more than one language? Which languages
and who spoke them around me?
• Did I have any negative experiences related to learning
language or literacy?
Middle Childhood (Age 3- age 12) and Adolescents (Age 12-
age 18)
• Did I talk a lot or a little?
• Did I enjoy reading and writing or activities related to
literacy?
• How did I do in school regarding using language as well as
reading, and writing? Were these

12. difficult or easy subjects for you? Did I excel or have
challenges related to these subjects?
• What kind of activities did my teachers have you do related to
language, reading, and writing?
• Did I learn a new language during this time or speak more
than one language? What kinds of
experiences did I have concerning speaking multiple languages?
• Did I have any negative experiences related to learning a new
language or speaking other
languages?
• Did I enjoy using and playing with words or telling jokes or
riddles?
Annotated Bibliography
Blachman, B. A., Schatschneider, C., Fletcher, J. M., Francis,
D. J., Clonan, S. M., Shaywitz, B. A., &
Shaywitz, S. E. (2004). Effects of intensive reading remediation
for second and third graders and
a 1-year follow-up. Journal of Educational Psychology,96, pg.
444–461. doi.org/10.1037/0022-
0663.96.3.444
This journal excerpt will help me to relay the message, students
with reading difficulties can benefit from supplemental reading
instruction provided in small groups. This helps me because I
am trying to get the commands support and backing of a story
book tent with sailors in order to promote more reading in the
community.
The Advocate (Burnie, Australia). (2015). Poor outlook for kids
who don’t read: study.

13. http://search.ebscohost.com.ezproxy.umuc.edu/login.aspx?direct
=true&db=edsgin&AN=edsgcl.430521922&site=eds-
live&scope=site
This journal excerpt looks at the study of Tasmanian households
and the children starting school are 5.3 times more likely to be
developmentally vulnerable if their parents do not regularly
read to them or encourage their reading. The primary concern
with children who parents don’t read to them is the
disadvantage that these children start out with when it comes to
development.
This article will be helpful providing analysis of the importance
of the parents reading to children and supporting the idea that it
is encouraging children to read outside of the home will help
and counter act when a parent chooses not to read. By giving
the children a different platform to read will be able to help
counter act the parents who aren’t reading at home.
Fruehwirth, J. & Gagete-Miranda, J. (2019). Your peers’
parents: Spillovers from parental education.
Economics of Education Review, Vol 73 . Retrieved from:
(http://www.sciencedirect.com/science/article/pii/S0272775719
301219)
This journal excerpt supports my proposal by showing that
education is important not only for this generation but the next
as well. Better educated parents tend to invest more into their
children and are better able to teach them. This gives parents
the opportunity to take a break from educating their children
and allow the volunteers of the story book tent to promote
reading which will help the community both now and in the
future.
Humble, S. & Dixon, P. (2017). The effects of schooling, family
and poverty on children’s attainment,
potential and confidence. International Journal of Educational
Research 83 pg 94-106.

14. www.elsevier.com/locate/ijedures
This journal excerpt allows me to speak on the lack of time that
some military parents my have. The study shows 3 main reasons
that poor children struggle educationally. Not that all military
parents/families are poor but are for sure spending a lot of time
working that could otherwise be spent on dedicating time to the
child. It allows me to speak on both my childhood and current
situation on what I’d like to provide.
Koutsoftas, A. D. (2016). Writing process products in
intermediate-grade children with and without
language-based learning disabilities. Journal of speech,
language & hearing research, 59(6), 1471–1483. https://doi-
org.ezproxy.umuc.edu/10.1044/2016_JSLHR-L-15-0133
This journal excerpt looks at the study evaluated how
intermediate-grade children with and without written language
difficulties fared on a writing task housed within the Hayes and
Berninger writing process framework. The study was performed
in 2014. The primary concern with children having writing
difficulties, is that they struggle with stories building and
spelling proficiency compared to those who do not and it is
believed that reading plays a major factor.
This article will be helpful in providing an analysis of breaking
down and proving the importance of reading. It provides data
showing the direct correlation of reading, writing and the
understanding of the language. I believe that writing a during
standardized test is much more of a task if you struggle to read
or fail to read often.
Snowling, M. J., Adams, J. W., Bowyer-Crane, C., & Tobin, V.
(2000). Levels of literacy among
juvenile offenders: the incidence of specific reading difficulties.
Criminal Behaviour &
Mental Health, 10(4), 229. https://doi-

15. org.ezproxy.umuc.edu/10.1002/cbm.362
This journal excerpt again expresses the importance of
education and reading. It supports my proposal showing the
correlation between lack of education and young offenders.
Studies have shown that a way to prevent young offenders and
re-offending is through educational interventions. We should be
able to prevent the first offense with promoting reading at a
young age.
Wanzek, J., Petscher, Y., Otaiba, S. A., Rivas, B. K., Jones, F.
G., Kent, S. C., Mehta, P.
(2017). Effects of a yearlong supplemental reading intervention
for students with
reading difficulties in fourth grade. Journal of Educational
Psychology, 109(8), pg. 1103–
1119. doi-org.ezproxy.umuc.edu/10.1037/edu0000184
This journal entry allows me to diversify my argument that
reading is not just important to schooling when it comes to
language arts but across all subject content areas. This shows
that children need to be proficient at reading to progress in all
subjects of school and multicomponent intervention allows
children to accelerate reading abilities.