Routes to Reading Idaho Paves the Way with Access to Print.
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Transcript of Routes to Reading Idaho Paves the Way with Access to Print.
Read to Me Vision
Our vision is for all parents and caregivers to nurture their children’s early literacy skills,
and for all children to develop as independent readers and become lifelong learners.
Idaho received a National Leadership Grant to Advance
Early Literacy
National Leadership Grant from the Institute of Museum and Library Services.
$250,000 over three yearsJ.A. & Kathryn Albertson Foundation provided
a cash match of $30,000In-kind support from Idaho Kids CountFunding and support from ICfL & Read to Me
What’s the Plan?
We hope to significantly increase the amount of reading done in Idaho homes and child care settings.
Target audience is low-income rural families with young children.
This project will support children’s early learning by greatly increasing convenient access to quality children’s books and providing information for parents and caregivers on how they can help develop their children’s early literacy skills.
The number of Idaho children who are not reading on grade level leads to a large number of students who do not complete high school or go on to college.
Only 33 percent of Idaho’s fourth graders scored proficient or higher on the National Assessment of Educational Progress; thirty-six percent scored at the basic level and 31 percent below basic.
Reading scores have important implications for later achievement. Basic readers are more than twice as likely as proficient readers to fail to graduate from high school. Below basic readers are almost six times as likely to fail to graduate.
Scores from the Idaho Reading Indicator show that 19
percent of children entering kindergarten in 2011 did not recognize three or more letters of the alphabet. Another 25 percent recognized fewer than 11.
The earlier we can help these children the better. Research shows that children who are not reading on grade level by the end of first grade only have a 1 in 8 chance of ever catching up without costly direct intervention.
Implement the new Books to Go Program
Statewide
By partnering with Head Start, preschools, childcare centers, and home-based childcare providers to place Books to Go at these locations, parents and caregivers will have convenient, continuous access to pre-packaged books.
By the end of the grant program, 250 sites statewide will have access to the program.
Implement a Statewide“Virtual Storytime”
through DayByDayID.org
Many families and child care providers are not able to attend library storytimes. DayByDayID.org will deliver storytimes using a parent-friendly website with daily activities designed to develop early literacy skills. It will include:• Electronic children’s books in English & Spanish• Fingerplays, Rhymes, Songs• Video clips modeling best practice…and other educational information.
Communication, Collaboration, and Coalition Building
• Increase awareness regarding the valuable role libraries play to ensure children begin school with a strong foundation of early literacy skills.
• ICfL is facilitating four meetings throughout Idaho to build local coalitions and ensure that the projects started with the grant are sustainable at the community level. Library staff and their community partners will collaboratively examine the results of grant projects, build on successes, and identify opportunities for improvement.
Register now: http://libraries.idaho.gov/communitycampaign
• Years 2 and 3 of the grant includes working with a media firm to develop a coordinated, consistent message in English and Spanish that libraries and partners can utilize.
Other Routes:
School Libraries: mini-grants, collaboration with public libraries, continuing ed opportunities
All other Read to Me programs that encourage families to read and use their libraries
Elementary School Library Survey
Idaho Public Elementary School Library Study: Children’s Access to Books, September, 2012
375 public elementary school libraries in Idaho
All of them were contacted for the survey
247 chose to respond for a 65.9% response rate
93.5% of respondents reported managing the library
Table 3: Number of Books Per Week Allowed for Checkout by Grade Level and Semester: Percentages of Respondents
NumberPre Fall (n=107)
Pre Spring
(n=104)
K Fall (n=243)
K Spring (n=245)
1st Fall (n=247)
1st Spring (n=246)
0 73.8 75.0 29.2 15.9 2.0 2.0
1 13.1 13.5 47.3 55.1 47.8 36.6
2 2.8 2.9 9.9 14.7 29.6 38.2
3-5 0 0 5.0 5.2 7.2 8.9
>5 .9 0 3.3 3.7 9.3 10.2
Don’t Know
9.3 8.7 5.3 5.3 4.0 4.1
Table 6: Book Budget Dollar Amount Ranges: Percentages and Cumulative Percentages of Response
Dollar Amount Percent of
RespondentsCumulative Percent
0-100 27.9 27.9
200-500 15.8 43.7
600-1000 18.6 62.3
1000-5000 30.0 92.3
Over 5000 .8 93.1
Don’t Know 6.9 100
Recommendations From Dr. Stewart
•Budgets for books need to increase, and substantially so;
•Once the number of high quality books for young children
increases in school libraries, then check-out practices need to
quickly change;
•These changed practices need to be codified in policy so as
personnel change and circumstances change policies will be in
place to guide these changes;
•Teachers need professional development showing them why
regularly using the library benefits their teaching and their
students’ literacy development; and
•Librarians need professional development showing them the
importance of young children regularly using the library to take
books home and showing them creative ways to reach out to
preschool and primary grade teachers who may not have the
time or support for extensive library use.
Free support materials & more
Website: http://libraries.idaho.gov/landing/read-to-me
Free support materials for anyone in the state
Léeme en españolLots of information on
websiteWorking with state and local
partners to spread the word