Research

 

Reading  Kingdoms holistic approach is vital to sustaining the well-being of the  child + parent + community relationship that creates a positive ripple  effect within the community. Also, children need more opportunities and a  conducive environment to read consistently. Rhode Island Department of  Education (RIDE)  states, “nonprofit social service agencies can be of great help as  partners, bringing therapeutic home-based and community-based services  that no school is equipped to handle.” However according to Dr. Jack  Shonkoff from Harvard University during an interview discussed, “that it  is not a wealth gap, but an education and health gap,” you can listen Here


 The  dynamics of time, economy, employment and role strain place stressors  on families. So it is advantageous to partner with parents, and empower  them on preventing toxic stress,  benefits of serve and return and bonding. Families need a support  system in place that is sensitized to the multicultural, socioeconomic  characteristics of our communities. 


 

The need is now; recent Kids Count  statistics show that 51% of families in Pawtucket are single-parent and  grand-parent run households. This condition could place families such  as these in a risk group category for toxic stress; in which stifles  optimal neurological development. Another obstacle that compromises the  parent/school relationship is how   Urban Parents  interpret their child’s school. However, “it is the poverty of the  parent-child experience that leads to poor child outcomes rather than  poverty of a material kind,” (Shonkoff).


 

 Phonological  awareness is one of many developmental milestones that could be  impacted according to Dr. Lisa Freund from the National Institutes of Health,  phonological awareness is the ability to notice, and work the sounds in  language. She supports that the accuracy of reading depends largely on  how much a child has developed it during toddler and preschool years.  These critical years are the building blocks for the future academic  stronghold. However, only 44% of 3rd graders are proficient readers  documented in the standardized testing for Rhode Island. In the Asa Messer School 2006 Salt Survey, a child interviewed stated, “reading more helps them read better.” This is our Gap  of learning. If this trend is not prevented it will weigh the student  down through their lifespan. In addition, at least 80% of all poor  readers are estimated to demonstrate a weakness in phonological  awareness and/or phonological memory.


 

Research  shows that genes create the blueprint of the brain; however experience  and the environment constructs the brain. We have to envelop the  philosophy of partnership where direction and accountability are shared  based on Evidence.  This multi-tier approach of linking family, community and school is  paramount in tightening the education gaps, addressing family dynamics,  and creating literacy safe havens.