Outcomes-old

CRES Goscha RBL PM 2013-14 Pics 006

Research and Outcomes 2013

Raising A Reader children in kindergarten scored 10 percentage points higher than non-Raising A Reader children on assessments by Garfield County school District RE-2 that measure the child’s preparation for reading success.

Garfield 16 school district, where 57% of children live in poverty, found that by third grade, children with a Raising A Reader background and CPP support (Colorado Preschool Program) significantly outscored non-RAR/CPP children on literacy proficiency. Only 27 percent of RAR/CPP children failed to meet literacy standards compared to 63% of the others.

Based on our weekly book bag exchange, we estimate that a Raising A Reader book bag was handed to a child from Parachute to Aspen 50,000 times last year.

Read-aloud time among low-income Raising A Reader families increased by 22 percent from October to May this past school year. Average weekly read-aloud frequency among Raising A Reader families is now almost daily (6.5 days on average).

While reading stories with their young children, parents reported a 23 percent increase in the number of times the child took the initiative to “read” the story by memorization or through pictures to the parent. This is an indication of progress in comprehension, story sequence, the picture/story relationship and other key early literacy fundamentals.

Parents reported a 19 percent increase in the frequency of their integration of story discussions during reading time (probing story details and engaging the child with questions). Parents are taught how to do this through our Family Literacy Nights.

At the end of the school year, 80% of Raising A Reader families reported that they were now checking out library books with their child, an increase of 43% from September.

Among parents who attended our Family Literacy Nights

  • 69% of families reported increased “story telling” by their child while looking at pictures in a book.
  • In 38% of families, the child’s engagement in and excitement about rhymes and word games improved.
  • 43% of parents increased the time spent working on alphabet and letter sounds with the child.
  • 50% of parents stopped to discuss book details more often with their child.
  • 84% noticed their child learning and using new words from stories.
  • 78% percent increased read-aloud frequency.

 

 

Re-2 Kindergarten Report Card Statistics: