There is a quote attributed to Albert Einstein that claims “the strongest force in the universe is compound interest.”
No one knows when, or even if, he said it. But he would not have been wrong. There are many, many charts and articles on the internet that extol the virtues of saving early. The benefits of getting an early jump on saving is not new wisdom; even Aesop told a fable about the ants who collected food at the right time and the grasshopper that played. Investing early is a way to ensure better results in the long run.
The same goes for a child’s education. There may be just as many articles out there explaining that it is never too early to start teaching.
The first five years of a child’s life lays out the foundation for how they will learn. Vocabulary builds. Emotional understanding develops, and opinions toward many activities become established.
Reading with children, and encouraging them to read on their own, is critical at this stage in development. It shows them early on that reading is a pleasurable activity, not a burden only done when forced by a teacher.
Other rewards for starting your child reading early:
- Teaching lessons early – One of the classics in children’s picture books, The Very Hungry Caterpillar, is an amazing picture book about a caterpillar that eats its way through the book and turns into a butterfly. Beyond being visually stunning, the book teaches children a little about insects and their life cycle. This passive learning can encourage them to want to find out more about different subjects, like science and history.
- Building a vocabulary – Children do not pull words out of thin air that they want to learn. They discover new words through interactions with adults. When adults use certain words frequently, children do as well. It is not difficult to start building that vocabulary early by reading them books and answering what all the words mean. Reading those books provides a word boost to any student when they head to kindergarten on the first day.
- Improved concentration – Attention spans are important. The ability to focus on a task for long periods of time improves the student’s performance on the work. Reading for pleasure can build that attention span as the child gets drawn further and further into a story, especially if that book is read by a parent or teacher in a comfortable place. They will get lost in the world that the book creates for them.
- Developing emotional and social understanding – The heroes of stories go through trials. Those trails can be anything from turning everything you touch to chocolate to the challenges of real-life people. Those struggles can cause new emotions to emerge or allow children to learn to deal with ones they have already found. The more emotionally and socially aware students are when they get to school age, the smoother the transition to school life will be.
We can be skeptical about what Einstein said, but Warren Buffet had similar thoughts about reading: “Read 500 pages every day. That’s how knowledge works. It builds up like compound interest.”
Encouraging children to begin reading at an early age is investing in their future, as well as giving them something enjoyable to do in the present. The rewards for investing in education at an early age may not be immediately seen, but the compound effect of those extra reading years with shine through their entire life.
Encouraging children to read at a young age offers benefits that last through their life.
Educators witness advantages that range from building a strong vocabulary to developing positive feelings about reading. At school age, children are very impressionable and become interested in what their parents are doing. This time is an opportunity to build that love of reading.
It sounds like an easy task, but it is more complicated than it would seem. A desire to learn everything can be a curse; it can be difficult to encourage young readers to focus long enough to read. Or to be interested in a passive activity when there is running around to do and games to play. Convincing children that reading a book is fun may seem like a monumental task. With the right incentives, a child reading a book on his own could occur more frequently than you think.
Building an internal desire to read is the most significant motivator when it comes to reading for pleasure. We have discussed the benefits of external motivators previously. They work well when used appropriately, but they do not substitute that inner fire for reading.
The goal is to encourage children to take the initiative out of a desire to read.
- Grab a book off the bookshelf out of love,
- Ask for books to be read in class,
- Take a trip to the school library,
- Bring their books to class for show and tell, and
- Allow them to read some selections out of it. Or read it to the class for them!
These are all opportunities to build that internal flame. They are reading, and being read to, because they love to read.
That devotion to reading will require effort from teachers and parents. One of the most significant ways to show a child that reading is a delight is through example. In school, if students are working quietly in class, read a book. It is a great way to give the mind a little break while demonstrating reading for fun!
If a student asks what you are reading, it is an opportunity to give them a brief description of the book. See what piques their interest as far as themes, subjects, and styles. Experimenting with different books is a great way to probe their interests. Bringing those topics to different lessons can keep their interest longer when trying to teach subjects like science and history.
No class of students is going to agree on one topic. This difference of opinion provides an opportunity to give them some control over the stories enjoyed in the classroom. It does not have to be a wide range of material; two or three books are more than enough for young students. Allowing the class to vote on the book, or giving students a choice as a reward, is another motivator. Those decisions will be part of the lesson, possibly introducing students to new books or topics!
Strategies like this work in the home too. Allow them to see you reading at the kitchen table in the morning or before they go to bed at night. Ask them to grab their book and join you. Children love to do activities with their parents, and this will encourage them to do it more often. Discussing the book as they are reading helps with their vocabulary and their understanding of the story. These are simple activities that reinforce to them that reading is something they want to do!
Intrinsic motivations drive children, and most people, more than external ones. Vansteenkiste, Lens, and Deci did a study in 2006 that found that learning done for private interest encourages a deeper understanding of the material as well as a desire to find out more. It develops good learning habits early, with an impact that will help them grow through the rest of their lives.
Kids Read Now, a local non-profit organization dedicated to building literacy rates for young people across the country, announced it has moved to a new location in Troy, Ohio to accommodate its rapidly expanding summer book-reading operations.
On Dec. 15 Kids Read Now completed its move from a smaller shared space on the east side of Troy into a 16,000 square-foot property it will lease at 155 Marybill Drive. The larger facility will allow the organization to add up to 20 more employees, including four to six permanent employees over the next year, as well as 12 warehouse seasonal workers for the busier spring and summer months.
Currently among the top three literacy programs in the country, Kids Read Now expects to become the largest provider of summer reading materials for kids in kindergarten through third grade. The Kids Read Now business model is different than traditional summer reading programs that require kids to travel to libraries, camps or other community reading centers to access books. Instead, Kids Read Now sends books directly to students’ homes. After students finish reading one book, Kids Read Now sends out another one through the mail. And the best part — students get to keep all of the books they read during the summer for free.
Since its inception in 2010, the Kids Read Now summer reading program has helped tens of thousands of children. In 2017 alone, Kids Read Now distributed more than 80,000 books to more than 12,000 children in 34 school districts. Kids Read Now expects to increase that total to 50,000 children in 2018 and to 500,000 students in school districts across the country within three years.
“Moving into this larger space matches our business goals to expand our summer reading program significantly over the next few years,” said Leib Lurie, who founded the program along with Barbara Lurie. “We were fortunate enough to find a facility in Troy that meets our current needs yet offers flexibility for growth as we continue to attract more school districts into our summer reading program.”
Industrial Property Brokers represented both buyer and seller in completing the deal. Tim Echemann, a Broker for the company, said, “We are pleased to be able to help Kids Read Now relocate to a facility with the right space and amenities to suit their growing operation. The new location has the added benefit of a property owner who supports the Kids Read Now mission and vision.”
Industrial Property Brokers, located in Piqua, Ohio, is a premier full-service real estate company offering sales, leasing, investment analysis, tenant representation, and property management throughout Western Ohio and Eastern Indiana. For more information on this or other properties, visit www.IPBindustrial.com or call 937-492-4423.
For more information about Kids Read Now, visit kidsreadnow.org or call Mary Beth Reser at 937-681-2185.
The constant concern of parents and educators alike is an addiction to glowing rectangles.
From the pocket-friendly cell phone to the new 60-inch plasma screen in the living room, the digital world is always beckoning. Studies show that by the age five, children are spending an average of six and a half hours a day in front of a screen. The American Academy of Pediatrics (AAP) revised their rules for screen times for two to five-year-olds recently. One supervised hour of screen time a day can help them learn new vocabulary. This is not the most efficient way of teaching young children new words. That comes from a much older technology: ink on paper.
When children are using screens, it is rarely for reading. An Australian study showed that even when a device had eReading capabilities on it, they often went unused. In fact, they were often distracted from reading by other capabilities on the device, like surfing the Internet or playing games.
These constant breaks in concentration reduce the amount of information they are absorbing. The more they used devices to read, the less interested they were in reading and the more they wanted to use the other capabilities of the device. It reduced the amount of information they were absorbing from the book. This is not how good readers get their start.
Another major drawback to children reading on tablets is the amount of interaction with people around them. The Conversation did some research on their own. The outlet found that when a parent reads with their child on an eReader, the child does not get as much from experience. There is no appreciable difference in what the child retains. The difference comes from the interaction between the two. Because of the design of an eReader or tablet, children become more focused on the device and not the person reading with them. When they are reading from a book, the two laugh and discuss the story much more.
That interaction gives the edge to the traditional book for teaching young ones how to read. Many applications and programs can help kids build their reading skills through engaging children. Not just by reading, but by saying the words out loud and showing images, so the concept becomes associated with an image. Tools like this rely on stimulating other senses but need a parent or teacher there to reinforce the learning. Handing a young reader a digital device does not provide the same engagement in learning that sitting and working with them does. It does not create that warm, positive bond that associates reading and spending time with a parent.
Digital teaching and learning tools may be receiving a major media push, but traditional books are still the preferred way of reading. Ebooks have made inroads into the literary world, but sales of physical books are growing. That includes the growth of children’s books by 16% in 2016. Books, their vivid colors, tactile pages, and the ability for two people to engage in reading at the same time, remain the best way to introduce children to literacy.
Strategies to get students to read more have many similarities to strategies for getting children to eat more vegetables.
Much like vegetables, when it comes to getting children to read, giving them the ability to choose what they want to learn will get them to read more. Choices, like reaching for carrots instead of chips, put children into a situation where they are encouraged to perform the task that is better for them makes them more interested in doing the work.
A 2010 article by Jenna Cambria and John Guthrie offer choice as one of the key motivating factors for getting students to read.
This is not to say that everything they read has to be their choice. Lessons can be broken down to give students options for how they approach the material. What character are we going to read about today? Which lesson are we going to learn? Who wants to be the reader for specific pages?
Offering choices give a certain amount of ownership. The teacher is still controlling the direction of the class, but the students have a small say. That small investment keeps them interested in the subject at hand.
Reading about something they have selected keeps students motivated on the topic. Required reading can be a drag. It is a challenge to keep students moving forward in a book they show no interest. Even if the book is required reading, there are ways to give students a choice. Like becoming an expert on one of the topics or characters. This gives them some power over the assignment, giving them the encouragement to keep reading.
When students have the opportunity to read for pleasure, offering a wide selection of books is critical. Children today have dozens of options for how they can spend their time. Choosing the books they want to read puts that activity to the top of the list. Spending time reading for pleasure, on a topic they enjoy, encourages them to read more. More frequent reading offers a wide variety of benefits, including building a more extensive vocabulary. While having a library in the home is ideal, introducing students to the school library and the public library will help with that diversity of options.
When students read, they want the experience to be more than a required activity they have to perform. The material they are reading should be something they enjoy, not a checkmark in a box. They do not want it to be eating their vegetables because they have to. Vegetables are best when they taste good or make the meal better. Giving the students choice in what they read, either in the narrow terms of a lesson or the full range of shelves in a library, bring students closer to becoming readers that are always looking for their next book!
When children create Christmas lists in September and October, how many books make their way on those lists?
If the student is an avid reader, probably quite a few. Otherwise, most parents would be hard pressed to find one sample of literature found wrapped under a tree on December 24th. However, that is not the story in all parts of the world. The small island of Iceland has made a tradition of giving books over the holidays. In fact, it is such a popular event they have a name for it: jólabókaflóð.
Jólabókaflóð translated into English is “Christmas book flood.” Iceland did not gain its independence from Denmark until World War II. When it did, there was not much to do. With the world deep into war, most resources were limited.
Paper was one of the few resources to which Icelanders had ample access. Meaning products made of paper, like books, became a focus in Icelandic culture. Around September, lists of books begin to trickle out around the country, cumulating in the entire nation receiving the Bókatíðindi, “Book Bulletin” in English.
Until very recently, this massive book release was more necessity that treasure. The resources to publish all of these books did not exist until late in the year. Now the full bulletin is sent out in mid-November during the Reykjavik Book Fair. This is a list of every book published in the country at the time. And while you may think that there cannot be that many books published by 335K people, you would be surprised.
Reykjavik was named a UNESCO City of Literature in 2011. It is a designation they more than earned. A study in 2013 by Bifröst University showed that over fifty percent of Icelanders read at least eight books a year. Over 90% of the population reads at least one book a year.
There may be only 200,000 people in Reykjavik, but in 2009 they checked out over 1.2 million books. Iceland is a country that loves their books and loves to read. If they are not reading books, they are writing them; 50 percent of the people in the country will have a book they wrote published. Even with all of these writers, the number of books published is relatively small. In 2011, there were 350,000 books published in the United States; in Iceland there was 842. Put in terms of population, the rate Icelanders publish books is double what it is in the U.S.
Of course, this flood makes for a great night on Christmas Eve. On that day, everyone exchanges books and spends the rest of the evening reading with a drink to warm them up. The book you will receive as a gift will be a physical, hardbound book. The Icelanders cherish their books, so much so that e-readers are few and far between. Even the paperback, a staple of international book publishing, only became popular in the 21st century. When you give the gift of a book, it is a gift that is going to last.
Why not adopt a tradition like this into a classroom setting?
Host a white elephant where everyone brings a favorite book to share on the last day of school before winter break! This gives students a chance to give books they love away for other students to enjoy while freeing up some space on the bookshelf at home. After the exchange, spend some time in class either reading one of the books to the students or giving the students quiet time to read one of their new gifts. It is a fun way to end the first half of the year and associates the act of reading to a pleasurable experience.
The number of elements it requires to build students into lifelong learners is breathtaking. It takes the commitment of parents, teachers, principals, local leaders, and the determination of the students to stay on a path that turns reading into a hobby instead of a hurdle. Without the basic building blocks of reading, books, all that effort is for naught. A variety of books is critical; as a home library builds, having books for all seasons and moods is essential for a young reader. It is essential for ANY reader.
Studies show that as literacy builds for one child in the home, other members of the family, from sibling to parents, show more interest in reading. Oxford academic journals show overwhelming evidence, as part of a global survey, that easy access to books is a crucial element to building readers. It is one of the driving forces behind why Kids Read Now distributes so many books to students in need around the country.
Our program receives such impressive results because of the number of books delivered to our students. Thousands of books are sent to homes every summer, building those in home libraries. Because of the generosity of our supporters, we have warehouses full of books. Books that explore all topics, from historical events to comic book heroes. That has provided us the ability to help more than just the homes of the students that are part of the program. Kids Read Now has been able to help the schools these children attend as well.
We have been seeing the number of students, and schools, that have participated in stopping the summer reading slide increasing over the years. Last summer, we were able to support those schools by building their libraries. Our program donated 100 brand new books to seventy elementary schools in Ohio. Those books help over 12,000 students, giving them more reading options. The more options children have when they want to pick up a book, the more likely they are to reach for one as a source of entertainment. We have seen it in our research; those 12,000 students have read over 80,000 books, close to seven books per student!
Our access to low-cost books has benefitted students in need outside of the Buckeye State. When Hurricane Harvey ripped through Houston, many of its schools were devastated. Some were able to open in mid-September, some were facing the prospect of never reopening again. The reasons for permanent closure ranged from overwhelming structural damage to loss of educational resources, including whole libraries. Kids Read Now was able to help one of those schools that were in danger stay open by donating over 2,500 books, preventing Texas from being forced to close it.
The staff and volunteers at Kids Read Now know the importance that books play in the lives of children, and those who are educating them. As our program grows, we are helping more and more students not just for one summer, or even two. By providing one of the fundamental building blocks of literacy, books, schools and families can build libraries. Libraries that are offering easy access to tales that entertain and educate families. Kids Read Now is thankful that we can play a small part in developing literacy in so many communities.
A variety of elements go into building strong readers.
Access to books is crucial, not only in the classroom but at home. Keeping students engaged in reading on a year-round basis is a proven way to keep their reading levels on par with peers. Developing lifelong readers can even help the families improve literacy. But like building any system, all of these improvements require funding.
With the majority of schools in Ohio losing state funds or receiving no increases, finding that money may become more difficult over the next two years.
Fortunately, the state was awarded a 35 million dollar Striving Readers Comprehensive Literacy Grant from the U.S. Department of Education, helping to boost those shortfalls.
This grant was created to provide schools with the funds to help students with low literacy scores. The funding applies to students from preschool to 12th grade. The award will be available for three years to provide resources to help students with disabilities, those where English is a second language and those living in poverty.
The state earned the grant by developing a plan that would put this money to the best use. Part of the funds will be going to into the Get It, Got It, Go! program the state has been using for the last six years. The program was developed by the University of Minnesota to assess early indicators of a student’s literacy in preschool.
Other programs in the state, like the Early Childhood Advisory Council, utilize the funds for the most significant impact on young learners.
Ultimately, students are going to see a big boost from this grant. More than 95% of the funds ($33.25 million) will be going directly to the schools. This grant, combined with the improvements made with the Third Grade Reading Guarantee, will improve the reading levels at a young age.
This stage of development for children is critical for building critical lifelong literacy skills. Other funds distributed through the year include Title I money and grants through charities that can provide even more support for districts.
Currently, the state is working on the application process. They are looking to offer the applications, as well as a website to help with the process, late in 2017.
The impetus for building student literacy is typically school-related. Teachers and administrators want them to be successful in school because they know the importance of early education on the child’s future.
There are also the state-mandated goals that measure student achievement and can affect the school district in many ways. Beyond those two significant incentives, there is a third one that is important to the student. Low levels of literacy have an impact on the student outside of the classroom. And not just their ability to get homework done.
Coming from a home where the parents struggled in school can inhibit the growth of a student. Parents with low levels of literacy tend to have lower incomes. With fewer resources, there is a higher probability of housing and food instability. Students without this stability concern themselves less with the grades they are getting and more with how will they provide the familiy their next meal. Possibly where they will be staying that evening.
Parents working hard to make ends meet do not have that extra time to spend speaking with their children or helping them with homework. One indicator of student success is their vocabulary as they come into school. In a study done by Hart and Risley, students in low-income families are exposed to just one-third of the words that students in professional families. And vocabulary is essential to student growth.
With time being at a premium in low literacy homes, the learning experiences children have there can also be limited. There are very few trips to bookstores, museums, libraries, or other areas students can have educational experiences outside of the school.
Those trips may be limited by geography; lower income houses are typically not located near these centers of learning. Another limitation is their connection to the community that can help them find these unique places.
Those with low literacy work hard to hide their lack of reading ability. They use isolation as a way to protect their secret, not being involved in their community or school. Staying separate from these resources may mean they miss valuable opportunities to help their students, or themselves, outside of school.
Staying healthy can also be a challenge. From reading labels on food to understanding the medicine a doctor prescribes, low literacy has an impact the general well being of a family. Even common health issues can be exacerbated when medication is not used correctly, causing the student to miss more time from class.
They are either ill themselves, or they may not be able to leave home because of a sick relative. Missing this time can put students further behind, adding to any frustrations they may be having in school.
Schools offer a unique opportunity to break this cycle of illiteracy. Building a love of learning in school may inspire the rest of the family to improve their literacy. Siblings may be drawn to mimic what their brother or sister is doing, and become interested in reading themselves.
They may become the readers in the house, helping parents interpret bills or introducing them to new places to go in the area. Getting a parent to build their skills, through inspiration from a child or working with them personally, is a mechanism that can stop that vicious cycle.
For many children, going to school is just one part of their daily ritual. They grumble get out of their comfortable bed, have breakfast, and are transported to school for a day of learning and spending time with friends. They receive their assignments for the day, then head home to complete them before they head to bed and get ready to complete the cycle the next day. That is the ideal: a stable base for children to build their education upon.
That is not the reality for may children. As of 2013, most students come to school from low-income households. They can leave for school malnourished and tired from sleepless nights in unstable homes. Heading to school can be dangerous as well, especially if their home is in a high crime neighborhood. School can add to the struggle when they cannot stay awake, are focused on their hunger instead of lessons, and have no time at home to complete assignments. Such a fragile base is difficult to build an education upon.
There are ways that the school itself can be a place to help students from low-income or unstable homes educate students in subjects beyond the three Rs.
One way was suggested over two decades ago by Dr. James Comer, a child psychologist from Yale University. He believed that “no significant learning occurs without a significant relationship.” He developed a process called the Comer Process, known by some as the School Development Program. It is a system that looks after the whole student, helping them develop social and life skills in school along with being educated. Teams are built to help students manage their lives inside and outside of the classroom.
It takes a major commitment to apply the Comer Process to a school. There are many other options for schools to ensure that students are being supported for the time they are there.
- Building Relationships – You do not need to treat students as friends, but you do need to give them respect. A trusting relationship is a big step in discovering what is happening outside the classroom that could affect them inside of it.
- Formal Communication – Unless the home is highly religious, formal speech is not often used in low-income families. Most tests over the years are written formally, which makes them harder to understand for these students. Building this form of vocabulary is incredibly important over the long haul.
- Understand their Resources – By understanding what support a student has, arrangements can often be made by the school to offer what they do not have. Time and tutoring are usually the two things most students in low-income families need most.
- How to be a Student – Being a student is a skill that is not inborn; it is learned. Asking questions, planning assignments, and preparing for tests may not be taught in the home. Especially if the parents struggled in school. But it can be taught with other lessons.
Low-income students offer schools the opportunity to be a haven from their day to day life. They can help them with life skills they may not find at home, adding stability to what can be a very unstable existence. A stability to help them become lifelong learners.