Brain development is buoyed by continuous interaction with parents and caregivers from birth, and that even before age 2, the children of the wealthy know more words than do those of the poor. Many parents, especially among the poor and immigrants, do not know that talking, as well as reading, singing and playing with their young children, is important.
Designed by teachers for teachers, this summarizes what researchers have discovered about how to successfully teach children to read. With proven strategies for teaching reading skills, and addresses frequently raised questions, this guide will enable you to help all children become successful readers.
37% of U.S. fourth graders fail to achieve basic levels of reading achievement. The incidence of reading failure is even higher within low-income families, ethnic minority groups, and English-language learners. Effectiveness of home/parent intervention programs in teaching early literary skills (Chapter 5, p. 173)
Why do children from low-income households start school 2 years behind children from affluent homes?
The highest rate of vocabulary growth occurs during the preschool ages (zero through five). It declines for each subsequent age period. The preschool ages play a crucial role in the development of oral vocabulary. Intervention should focus on caregiver behaviors that stimulate oral language development from birth through age three, when class and race gaps in vocabulary knowledge emerge and take on values close to their final forms.
Families and communities can promote later academic success for very young children through relationships that include print, responsiveness, repetition, modeling and motivation, and oral language.