Phase 1: RESEARCH

Serves as the foundation for the development of the Love to Read public education engagement campaign. As part of the research phase NBCDI convened a group of national scholars to analyze the reading gap between African American and Caucasian children. Their findings and recommendations are published in a 93-page report “Love To Read: Essays in Developing and Enhancing Early Literacy Skills of African American Children.

Selected Scholars’ Findings

• Providing a warm, rewarding and loving environment is critical to the development of children’s reading skills.
  
  
• Encourage children to talk and parents to listen, and ask questions.
  
  
• Language begins to emerge during infancy. It is within the home and family environment where children should learn many, many new words from their parents/caregivers.
  
  
• The books read to children are most effective when they mirror their culture. High quality reading instruction and a cultural approach is key to building strong literacy skills.
  
  
• Learning the alphabet, phonics, spelling and writing are essential to literacy, but it is also important to help children make meaning of what they are reading.

As a second part of the research phase, NBCDI conducted focus groups to explore primarily, low income parents and grandparents’ understanding of the factors that contribute to early literacy. The goal research was to ascertain parents’ level of involvement in promoting early literacy among African American preschool children and to learn what can be done to increase their involvement in helping to develop literacy skills.

What the Parents are Saying:

• Reading is a necessary survival skill and starts early and at home.
  
  
• Although they are confident in their ability help their children learn to read, they are confident that they can help their children learn to love to read.
  
  
• Very few view reading as an escape, a joy, or fun.
  
  
• They are reluctant to admit a connection between poverty and reading ability.
  
  
• They believe the most important things they can do to contribute to early literacy are conversations with children, actively listening children, and creating a predictable environment for children.