Family is the foundation to early childhood reading. Food, safety, access to healthcare and education -- it is only after a family's basic needs are addressed, can we begin to accomplish our mission. Strong readers start with a strong family. Strong families produce stronger readers.
Early Learning & Development
Invest in the first five. It's what happens in our first years of life that point us in the right direction. What kind of stage is being set? Sturdy or fragile? 90% of physical brain development happens within the first 5 years of life -- it's an impact for a lifetime. This falls to the family, and we can support them with the tools they need to help a child grow.
Kindergarten Readiness & Early Literacy
Learning takes practice, practice, practice. A child can't be expected to start kindergarten ready to learn if they have not practiced before. This means working through problems. uncovering developmental issues and treating roadblocks before they're expected to start to learn to read.
Early Grade Success
Stay on track now, success in the future. There is a proven link between falling behind in early grades and dropping out of high school. Kindergarten through 3rd grade is when we learn to read -- after that, students should be reading to learn. Supporting tutoring and reading programs can help give parents the support they need to keep their student in school and on track for graduation and beyond.
1 in 4 children under the age of 5 in Nevada lives below the poverty level.
Children who live in poverty are at risk of having academic problems.
Children who suffer chronic hunger have trouble developing language and math skills.
Children experiencing homelessness or inadequate housing accommodations achieve at significantly lower levels in math and reading.
Nevada has one of the highest rates in the nation of children that experience hunger, but one of the lower rates for use of food benefits.
What We Do:
Help families identify and use resources.
Help build social connections and community networks for families.
Build confidence and skills among parents.
Advocate for high-quality early care and education support.
Gaps in achievement can be observed very early, and with help, these gaps widen.
Adequate nutrition plays an essential role in child development.
Frequent naps also contribute to memory and learning.
Children living in households where books are abundant have better academic performances later in life than children who lived in households where books were rarely present.
What We Do:
Help children to be healthy and well.
Help families meet their basic needs.
Promote developmental screenings and early intervention.
Sponsor education and training for parents.
Help families create safe and stimulating places to play and learn.
Children that are at or below the poverty level may hear 30 million fewer words by the time they are 3 years old.
Basic knowledge of language and numbers are important for entry into kindergarten.
Kindergartners who suffer chronic absence show lower levels of achievement in math, reading and general knowledge during 1st grade.
Reading helps children to communicate, master language skills and apply logic.
Students who have low reading levels at a young age tend to have more behavioral and social problems as they continue in school.
What We Do:
Support for early intervention to address learning issues before they become problems.
Engage parents in education.
Support at-home libraries.
88% of first graders who are below grade level in reading will continue to read below grade level in 4th grade without intervention.
During the summer months, students who do not practice what they learned during the school year are behind once the new school year starts.
Yale University found that 3/4 of students who were poor readers in the 3rd grade remained poor readers in high school.
What We Do:
Support summer reading programs.
Support out-of-school tutoring
Partner with families to boost school attendance.
Provide parents with information and training on helping their child improve reading skills.
Support children in progressing from reading below grade level to reading at grade level.