On July 29, people across the country used #readwhereyouare on Twitter, Facebook and Instagram to launch the first ever Read Where You Are day of action.
All year long, Read Where You Are is a call to action to encourage more reading time out of school and especially over the summer as part of the My Brother's Keeper Initiative.
Reading over the summer makes a difference during the school year. When students are able to keep reading, they can keep learning, catch up and stay sharp. Students are more prepared when the new school year begins.
Reading can happen anywhere.
Summer is the perfect time to help all young people, from the earliest readers, to high school students, to strive to read more - wherever you are. Read at home, on the bus, at a park, at camp, in the woods, on the beach, at the barbershop, on the train, and of course at the library!
Keep young minds sharp and ready for back to school.
I pledge to stay informed on education issues, spread the word, and support reading in my community and across the nation.
Join us and make a difference.
Read Where You Are is a call to action to raise awareness and encourage reading. Reading can happen everywhere.
Did you know? Young people who do not read over the summer fall behind their classmates, especially low-income students.
Research shows that summer learning loss adds up, especially for low-income students. By 8th grade, that lost learning time accounts for 2/3 of the achievement gap between low-income children and their more affluent peers.
Tell everyone, take action and Read Where You Are, anywhere you are, and spread the word.
Families and communities can help turn summer into a goldmine of opportunity for learning and prevent learning loss. Researchers say one way to do this is to promote and support summer reading, visits to libraries and museums, and other enrichment opportunities.
All children should be reading at grade level by age 8—the age at which reading to learn, and not just learning to read, becomes essential.
Reading well at an early age is essential to later success in education, employment and life. When provided frequent, quality reading experiences in the home and high-quality in-school reading instruction, nearly every child can learn to read by the third grade.
Yet significant disparities in reading proficiency exist between students of color and their peers. Recent National Assessment of Educational Progress (NAEP) data shows that while more than half of fourth-grade students in most racial and ethnic subgroups scored below proficiency in 2013—signaling a need for strong reforms in literacy instruction for all students—there is a particular need for attention to reading levels among Black, Hispanic, and American Indian and Alaska Native students. In 2013, 83% of Black students, 81% of Hispanic students, and 78% percent of American Indian and Alaska Native students scored below proficiency, compared to 66% of White students.
A child's literacy skills prior to kindergarten, as well as his or her reading skills at the conclusion of kindergarten, are highly predictive of future reading proficiency. During these critical years, reading with an adult is an especially important way to familiarize children with books and promote early awareness of written language and interest in reading. However, children growing up in low-income families are less likely to have books in the home and to read to than their peers. As of 2007, 56 percent of young children were read to everyday; however, a lower percentage of children residing in poor households (40 percent) were read to every day compared with children residing in higher income households (60 percent).
Both school and community engagement are needed to support parents and other adult caregivers in strengthening home literacy and to provide students with broader opportunities to read with adults. Preschools and elementary schools can support all families by training parents and caregivers to use effective tutoring and joint book reading strategies, such as listening to children read.