ABSTRACT

The frequency of reading to children at a young age has a direct effect on their schooling outcomes, regardless of their family background and home environment. Research shows that reading to children age 4-5 every day has a significant positive effect on their reading and cognitive skills later in life. In their article, “Reading to Young Children: A Head-Start in Life”, the Department of Education and Early Childhood Development reports that children read to more frequently at age 4-5 achieve higher scores on the National Assessment Program-Literacy and Numeracy tests for both reading and numeracy (age 8-9) (Kalb & van Ours, 2013). This program, “Project Read-Away”, is a lending library that will supply classrooms with sets of books that students will be able to take home. The funds provided will also allow for purchasing of cinch-sack bags for students to transport the books from home to school. Follow-up literacy activities will be included in the book bags for students to complete with their families. This allows for increased opportunities to read and easier access to books, especially for at-risk students, which is essential to improving not only students’ love of reading, but also their language and literacy skills. For many low socioeconomic students who have limited access to resources, their only opportunity to read is in the classroom. By supplying a plethora of books, both fiction and nonfiction, reflecting a variety of cultures and interests, “Project Read-Away” can change that.

Reference

Kalb, G. R., & van Ours, J. C. (2013, May 20). Reading to Young Children: A Head-Start in Life.

Retrieved March 29, 2021.