{"id":2473,"date":"2022-04-18T05:09:55","date_gmt":"2022-04-18T09:09:55","guid":{"rendered":"https:\/\/nnpa.org\/education\/?p=2473"},"modified":"2023-05-29T14:57:23","modified_gmt":"2023-05-29T18:57:23","slug":"children-from-low-income-families-are-falling-behind-in-literacy-during-the-pandemic","status":"publish","type":"post","link":"https:\/\/nnpa.org\/education\/2022\/04\/18\/children-from-low-income-families-are-falling-behind-in-literacy-during-the-pandemic\/","title":{"rendered":"Children from Low-Income Families are Falling Behind in Literacy During the Pandemic"},"content":{"rendered":"

By Maya Pottiger | Word In Black<\/p>\n

(WIB) \u2013 Teresa McDowell was around 5-years-old when she got hooked on reading.<\/p>\n

She was at her grandmother\u2019s house, bored, and noticed a shelf of books. Her grandmother worked in the evenings as a janitor at a library. Having grown up in the Jim Crow-era South, she did not believe in throwing things away and would bring home old books the library discarded.<\/p>\n

Just paging through this selection, looking at the pictures, and trying to construct a story, McDowell began engaging with literacy.<\/p>\n

Now, as a\u00a0student support specialist<\/a>\u00a0in a northern Ohio school district, she works with students who need extra help reading. Since the pandemic, she has noticed a decline in reading levels, especially when it comes to students in low-income families.<\/p>\n

\u201cIt\u2019s impacted students\u2019 reading abilities,\u201d McDowell says. \u201cWhen we came back into the classroom this year, there was some regression in their reading.\u201d<\/p>\n

Literacy is a word thrown around in education settings that can mistakenly be interchanged with reading. But literacy encompasses so much more: comprehension, how letters work in a word, how words work in a sentence.<\/p>\n

\u201cIt\u2019s really a bank of foundation skills that helps undergird being able to learn to read,\u201d says\u00a0Dr. Helen Bond<\/a>, an associate professor of curriculum and instruction at Howard University\u2019s School of Education. There\u2019s also the larger concept of multi-literacy, Bond says, which includes digital and health literacies.<\/p>\n

McDowell teaches the concept to her students using a house as an analogy: to construct a house you need a strong foundation in order to build it up. And it\u2019s crucial to build this foundation in the kindergarten through third grade frame because, as the\u00a0saying<\/a>\u00a0goes, you learn to read in K-3, and from then on, you\u2019re reading to learn.<\/p>\n

When we came back into the classroom this year, there was some regression in their reading.<\/p>\n

Data shows that students who aren\u2019t \u201chighly proficient\u201d in reading by the end of third grade have a higher likelihood of dropping out of school, Bond says, and we don\u2019t yet know how it will play out with children who have lived through the \u201cdisruption and trauma\u201d of the pandemic.<\/p>\n

In a\u00a0July 2021 report<\/a>, the\u00a0Black Education Research Collective<\/a>\u00a0at Columbia University found that around 45% of participants were \u201cextremely\u201d concerned about the academic progress of Black students in the wake of COVID-19, and a little more than 30% of respondents felt that the mental health and wellness of Black students was \u201cextremely impacted.\u201d<\/p>\n

\u201cWe don\u2019t have all the data because we\u2019re still sort of in the pandemic, moving out of it,\u201d Bond says. \u201cBut I expect that there will be some students, especially low-income students and low-income areas, and maybe Black and Brown students, that will be impacted.\u201d<\/p>\n

This problem isn\u2019t new. A\u00a0well-known 2003 study<\/a>\u00a0found that children from lower-income families \u201care exposed to an astounding 30 million fewer words than children from higher-income families by the time they are 4 years old; this greatly impedes literacy development,\u201d Kalman R. Hettleman, an education policy analyst and advocate,\u00a0wrote in the Baltimore Sun<\/a>.<\/p>\n

Reading scores were already dropping before the pandemic. In its Nation\u2019s Report Card, the National Assessment of Educational Progress found that, in grade 4, scores were\u00a0lower in 2019<\/a>\u00a0compared to what they were in 2017, and that only\u00a0about one-third<\/a>\u00a0of fourth graders were meeting reading proficiency levels.<\/p>\n

The\u00a0assessment<\/a>\u00a0is broken up into fourth, eighth, and twelfth grades, and scores school districts nationwide on a 0 to 500 scale. For fourth graders, the average reading score in 2019 was 220, which was lower than the 222 score in 2017. However, it is a few points up from 1992, when the score was 217.<\/p>\n

Reading Retention Laws Could Keep Kids in Third Grade<\/strong><\/p>\n

Many states around the country are cracking down on literacy and reading proficiency. At least 17 states and the District of Columbia\u00a0currently have laws<\/a>\u00a0in place that hold students in third grade if they cannot prove reading proficiency by the end of the school year.<\/p>\n

\u201cThe question is how much has the pandemic disrupted the learning to read cycle in the first, second, and third grades? Is it to the degree that it\u2019s going to cause certain students in certain states to have to be retained?\u201d Bond says.<\/p>\n

Though she obviously acknowledges the importance of reading, she worries these strict constructs could lead to increases in students dropping out.<\/p>\n

\u201cThat legislation can be very problematic for Black and Brown children, as well as people going through a trauma, like the pandemic,\u201d Bond says. \u201cIt could really play out in not a good way.\u201d<\/p>\n

Legislation that \u201cdoesn\u2019t take into account the inequities in the greater society\u201d and the roles the inequities play \u2014 racism, discrimination, under-resourced schools \u2014 keeps Bond up at night.<\/p>\n

\u201cThe legislation is largely unfunded,\u201d Bond says, noting that it doesn\u2019t allocate resources to schools or parents. \u201cIt\u2019s not taking in the inequality, the discrimination, and all the other factors that play into being a proficient reader by third grade.\u201d<\/p>\n

Experts Say Literacy Should Be Introduced Early On<\/strong><\/p>\n

So what can you do to keep your child on track? Experts say families need to start before kindergarten.<\/p>\n

\u201cWe are always trying to get our parents to be engaged in their child\u2019s education and their reading as much as we can because we all know it takes a village to raise a child,\u201d McDowell says. \u201cWe need parents\u2019 input just as much as the institution of education.\u201d<\/p>\n

Touching on the oppression formerly enslaved people faced, McDowell says the ideology of reading being banned has been passed down through generations. She was surprised one day in college when pregnant classmates were talking about reading aloud to their in-utero babies.<\/p>\n

\u201cThat became a revolution to me,\u201d McDowell says. \u201cThis is what we need to do, as all human beings: start that literature at the point of conception because we now know that [the stages of] brain development.\u201d<\/p>\n

That legislation can be very problematic for Black and Brown children, as well as people going through a trauma, like the pandemic<\/p>\n

Bond says it boils down to 20 minutes of reading every day, along with keeping your child engaged in what they\u2019re reading.<\/p>\n

\u201cIt\u2019s reading to your children, talking to your children about what they read, asking questions,\u201d Bond says. \u201cThen, by the time they get to kindergarten, they\u2019ve got this literacy foundation that helps being able to be a proficient reader.\u201d<\/p>\n

As for McDowell, when she thinks back to the time she spent exploring her grandmother\u2019s collection, she says she can see now the impact and importance of those moments of boredom \u2014\u00a0moments where she was surrounded by books.<\/p>\n

\u201cIt gave me a heads up,\u201d McDowell says. \u201cAfter that point, I was always a good reader.\u201d<\/p>\n

Support for this Sacramento OBSERVER article was provided to Word In Black (WIB) by the Chan Zuckerberg Initiative. WIB is a collaborative of 10 Black-owned media that includes print and digital partners.<\/em><\/p>\n

The post Children from Low-Income Families are Falling Behind in Literacy During the Pandemic<\/a> appeared first on The Sacramento Observer<\/a>.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

SACRAMENTO OBSERVER \u2014 Many states around the country are cracking down on literacy and reading proficiency. At least 17 states and the District of Columbia\u00a0currently have laws\u00a0in place that hold students in third grade if they cannot prove reading proficiency by the end of the school year.\u00a0<\/p>\n","protected":false},"author":1,"featured_media":2124,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[24,1415,3672,25,1419,26,1362,1363,308,27,1491,31,2995,462,1638,576,1519,1895,1083,36,1832,39,203,4538,616,3651,932,2581,1754],"tags":[5335,5333,5337,5338,5340,5336,4413,4680,2019,5334,1373,5339,2278],"class_list":["post-2473","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-nnpanewswire","category-advocacy","category-books","category-california","category-children","category-commentary","category-community","category-covid-19","category-district-of-columbia","category-education","category-equity","category-featured","category-health","category-history","category-k-12-curriculum","category-k-12-education","category-k-12-public-schools","category-library","category-literature","category-national","category-news","category-nnpa","category-nnpa-newswire","category-ohio","category-op-ed","category-pathways","category-public-schools","category-sacramento-observer","category-state-local","tag-17-states-and-tehdistrict-of-colubmia","tag-children-from-low-icnome-families","tag-first-second-and-third-grades","tag-importance-of-reading","tag-jim-crow-era-south","tag-learning-to-read-cycle","tag-literacy","tag-maya-pottiger","tag-pandemic","tag-reading-proficiency","tag-sacramento-observer","tag-teresa-mcdowell","tag-word-in-black"],"yoast_head":"\nChildren from Low-Income Families are Falling Behind in Literacy During the Pandemic - NNPA Education Public Awareness Program<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/nnpa.org\/education\/2022\/04\/18\/children-from-low-income-families-are-falling-behind-in-literacy-during-the-pandemic\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Children from Low-Income Families are Falling Behind in Literacy During the Pandemic - NNPA Education Public Awareness Program\" \/>\n<meta property=\"og:description\" content=\"SACRAMENTO OBSERVER \u2014 Many states around the country are cracking down on literacy and reading proficiency. 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