Literacy

1. Literacy A Prevention Program

2. Introduction • It is widely acknowledged that the success of a modern society is dependent on the level of literacy of its population. • Reading literacy is “to understand, use and reflect on written texts in order to achieve one’s goals, to develop one’s knowledge and potential, and to participate effectively in society” (Organization for Economic Cooperation and Development, 2001, p. 21)

3. The Research • More than half of the Grade 4 students assessed in a recent U.S. national survey stated that reading was not their favorite activity and that they did not read frequently for enjoyment (Donahue, Daane, & Yin, 2005). • The 2006 Progress in International Reading Literacy Study reported generally positive attitudes toward reading among Grade 4 students, but 37% of participating students stated that they read only once or twice a month or less (Mullis, Martin, Kennedy, & Foy, 2007). • These results are particularly alarming in light of the recent research identifying reading motivation and reading amount as important predictors of reading literacy

4. How Illiteracy Affects Society 50 Million • Approximately 50% of Americans read so poorly that they are unable to perform simple tasks such as balancing a checkbook and reading prescription drug labels. • Two-thirds of students who cannot read proficiently by the end of the 4th grade will end up in jail or on welfare • Illiteracy costs American taxpayers an estimated $20 billion each year. • Illiteracy has been proven to cause children to drop out of school. Dropouts cost our nation $240 billion in social service expenditures and lost tax revenues. 40 Million American adults are unable to read above a 5th grade level. American adults can’t read at all

5. Literacy Statistics and Juvenile Court • Illiteracy & crime are closely related. • 3 out of 5 people in an American prison can't read. • 85 %of juvenile offenders have problems reading. • To determine how many prison beds will be needed in future years, some states actually base part of their projection on how well current elementary students are performing on reading tests. • Inmates have a 16% chance of returning to prison if they receive literacy help, as opposed to 70% who receive no help. This equates to taxpayer costs of $25,000 per year per inmate and nearly double that amount for juvenile offenders. • The Department of Justice states, "The link between academic failure and delinquency, violence, and crime is welded to reading failure."

6. Where Illiteracy Leads Source: National Institute for Literacy Of all juvenile offenders rate as functionally or marginally illiterate. Of high school seniors can be classified as being functionally illiterate at the time they graduate. Of prisoners in state and federal systems can be classified as illiterate. Of those with the lowest literacy skill live in poverty.

7. Poverty in Santa Ana • Residents with income below the poverty level in 2009: • Santa Ana: • 19.8% • Whole state: • 14.2% • Residents with income below 50% of the poverty level in 2009: • Santa Ana: • 7.5% • Whole state: • 6.0% • Santa ranks 6thof the top least literate cities in the U.S.

8. The Literacy Program • Goals and Objective • To provide a safe haven before and after school to support young and struggling readers that come from low-income families and are English Learners in the Santa Ana area. • Serves both youth and adults by providing basic reading skills training and tutoring. • Motivates students to read by providing books that are of the students interests in both their first language and second language. • To provide reading services in both languages to parents and families that speak English as a second language.

9. Services Offered For Students • Before school reading groups. • One-on-one reading • Older students volunteering to read to younger students • For students that are learning English with varying degrees of reading skills are teamed up based on similar abilities to build basic reading, reading for comprehension and critical thinking skills in English or their first language • After-school program that puts reading as the focal point. • Small group reading circles • One to one reading • Students will have access to a variety of books, magazines, and reading materials that will support student engagement. • Comprehensive summer literacy camp that motivates students to read • Provides content that is of their interest. (age-appropriate magazines, poetry, drama, comics, science journals, manga, etc.) • Supports skills in phonics, phonemic awareness, vocabulary, fluency and text comprehension

10. “Is is the parents who establishes the value of literacy in the home. The parent’s role in developing literacy is significant and indispensible. “ Services Offered For Parents & Families • Provides literacy classes for parents. • Hosts monthly reading seminars, where parents can can learn about the ways they can promote literacy at home. • Literacy Education for expecting parents or parents of children 0-3yrs that explains the importance of literacy at an early age. • At the school site, there will be weekly book club meetings for students and parents that offers engaging activities to help increase interest in reading • Parent Reading Guide that gives real lessons for parents to make sure their children are on the right reading track. • Parents will be given Reading Tips and a list of books recommendations for children in Kindergarten through third grade

11. Services Offered For Educators • Teacher education • Coaching educators how to relate textbook content to young readers • Monthly meetings on how to promote reading in the classroom that encompasses the following: • Give frequent, early, positive feedback that supports students' beliefs that they can do well. • Ensure opportunities for students' success by assigning tasks that are neither too easy nor too difficult. • Help students find personal meaning and value in the material. • Create an atmosphere that is open and positive. • Help students feel that they are valued members of a learning community.

12. References • Becker, M., McElvany, N., & Kortenbruck, M. (2010). Intrinsic and extrinsic reading motivation as predictors of reading literacy: A longitudinal study. Journal of Educational Psychology, 102(4), 773-785. doi:10.1037/a0020084 • Genone, S. (2010). Ecological influences on emergent literacy development: The role of home and preschool experiences in the transition from language to literacy. Dissertation Abstracts International Section A, 70, Retrieved from EBSCOhost. • Hall, C., & Thomson, P. (2010). Grounded literacies: The power of listeningto, telling and performing community stories. Literacy, 44(2), 69-75. doi:10.1111/j. 1741-4369.2010.00553.x • Hodges, G. (2010). Reasons for reading: Why literature matters. Literacy, 44(2), 60-68. doi:10.1111/j.1741-4369.2010.00552.x • http://www.city-data.com/poverty/poverty-Santa-Ana-California.html • http://education-portal.com/article/ Grim_Illiteracy_Statistics_Indicate_Americans_Have_a_Reading_Problem.html • http://www.usd376.com/gs/staff/humphreysl/illiteracy.htm • http://www.edu-cyberpg.com/K12-prison-system-employs-convicts.html