Early literacy in Indigenous communities Sharon Foster Acknowledge: The partnership that supports this program Inaugural corporate supporter The funding from Queensland Government, Department of Communities Inaugural corporate supporter

Presentation outline The importance of early literacy Explaining Let’s Read About family consultations in indigenous communities This slide is to give an overview of the areas you will talk about during the session

Why is reading important? Being literate is a core skill that impacts on the individual’s employment opportunities and quality of life impacts on the prosperity of Australia. Approximately 48% of the adult population in Australia are illiterate or have a poor level of literacy. Set the scene about the importance of being able to read Low literacy equals poor self esteem, higher school drop out, lower employment, higher teenage pregnancy, higher suicide 48 % of the population with poor and very poor literacy skills. This equates to nearly half (6.2 million) of Australians aged17-74 have literacy difficulties. 28% poor – functional literacy - read forms etc 20 % very poor - would have considerable trouble with everyday printed material such as newspapers These are the families we need to reach – they will not willingly pick up a book Possible causes of poor literacy are: Lack of access to materials in the home Lack of literacy activities Parental time constraints to engage in literacy Low levels of literacy can mean: Low self esteem Unlikely to enjoy reading and won’t do it, falling further behind Poor performance at school reduces opportunities Generally have lower employment and social outcomes Higher risk of welfare dependency

Literacy Levels and Physical and Mental Health - USA (Quantitative) Health Problems Mental or Emotional Problems Long-term Illness Percent This shows that in the US there is a strong relationship between literacy capability and health status. This is not surprising since brain development in the early years influences the brain pathways that affect health and literacy at the later stages of life. Access to information and services. Dietary information on food packaging Prescription medication, following instructions Reading tables, maps, recipes, signs, timetables, directions, emails, sms…. Filling out forms, finding information Literacy Level NALS, p. 44, 2002

Why is reading with young children important? The building blocks to help children learn to read and write when they get to school are developed before they get to school. These are known as emergent literacy skills. The building blocks are formed long before a child starts school – based on emergent literacy skills and this includes: Language abilities Vocabulary both expressive and receptive Understanding narrative and story Being capable of explanatory talk Letter identification / knowledge Knowing the names and corresponding sounds of letters which is essentially the basis of the alphabetic principle Phonological awareness / sensitivity The ability to identify and manipulate sound in spoken language Knowing nursery rhymes Conventions of print Understanding writing functions understanding left-to-right, top-to-bottom directions of print on each page with print progressing from front to back across pages Literacy environments Having favorite books, library visits number of books in the home, other home literacy activities, shared book reading The concept of emergent literacy skills is raised several times throughout the presentation. The parent sheets that are given in the one to one interactions also promote the emergent literacy skills. The read aloud session will also need to reinforce these skills/attributes where possible in that setting. These are reinforced on the next slide Still working on a handout on this issue – something simple for the volunteers, but it is not included yet.

Emergent Literacy Skills Reading aloud helps to develop Language abilities – the amount of words they know and use Letter identification / knowledge - knowing the names and sounds of letters Phonological awareness / sensitivity – being able to identify and manipulate sounds in the spoken words An understanding of the conventions of print - left-to-right, top-to-bottom, from front to back across pages A strong bond between the parent and child, which helps them get along with other people later in life. This should be reinforced by the handout - Emergent Literacy Skills

Why is reading with young children important? Learning to: talk is “experience expectant” – we hear it so we learn it read is “experience dependent” – we have to see it to learn it Language is acquired because we are surrounded by it all the time – experience expectant. Literacy is only developed if we are exposed to it – experience dependant This is why it is important to read with young children. They need to be exposed to this activity. They will learn about reading by seeing others, and being involved in the activity with others. Some children get more exposure than others and this makes a difference to how they begin their educational experience when they start school. Typical middle class child enters first grade with 1,000 – 1,700 hours of one to one picture book reading Children from a low income family averages just 25 hours (Adams, M. J. (1990). Beginning to read: thinking and learning about print. Cambridge, MA:MIT Press.)

Why is starting early important? Children who struggle with reading when they get to school are: unlikely to catch up to their peers, more likely to dislike reading, read less, and thus fall further behind.

The Literacy Divide

Literacy divide Typical middle class child enters first grade with 1,000 – 1,700 hours of one to one picture book reading Children from a low income family averages just 25 hours Adams, M. J. (1990). Beginning to read: thinking and learning about print. Cambridge, MA:MIT Press.

Why is reading aloud with young children important? When you are reading aloud with a young child (under 5) you are not trying to “teach” the child to read before they begin school, but rather helping him or her to develop the building blocks and a love of books. Stress that we are not trying to teach children to read before school. Some (a few) children do learn to read before school, but for the majority of children they are developmentally not ready to read before school, and this is quite normal. What we trying to do is give them the best start.

Every parent wants to do the best for their child

What is Let’s Read? Let's Read is a universal program based on research designed to promote reading aloud with young children birth - 5 years. Let’s Read encourages parents to have fun reading with their young children, to develop the building blocks that will help children learn to read and write when they get to school. Let’s Read is a program designed to promote reading with children from birth to 5 It is designed to support and encourage parents and carers to read aloud with their child Universal – suitable for all families and children – not just targeted Evidenced based – looking at the research to show us what will make a difference – not just a good idea Parents want to know how to read to their very young child – what to do with the book to be able to capture the child’s interest - especially those parents who weren’t read to as children or who have poor literacy Definitely about having fun with young children Is about encouragement – not guilt

Effective early literacy program From the research: Shared reading Built upon an emergent literacy framework Professional involvement to convey guidance messages and model shared reading practices Community wide delivery and or easy accessibility to age appropriate free books Community involvement to assist in promotion and sustainability

About Let’s Read The Let’s Read program has two parts: Support given to parents on a one to one basis Parents need clear and simple information, as well as being shown read aloud techniques. The messages about reading needs to be given to a parent more than once, The best person to support a parent is a community based person that the family trusts. The people to support and work with families should be trained and provided with high quality resources to give to parents. Community activities Create opportunities for young children and their families to be involved in community based early literacy activities, continuing to promote the importance of reading The Let’s Read program has two parts: 1. Support to be given to parents on a one to one basis. Parents need to understand the importance of reading with their young child and how to do it. They need to have clear and simple information, as well as being shown the techniques – “Share and Show”. We learn more when something is shown to us, as well as explained. Let’s Read is designed to be delivered at four points during a child’s development, these being from 4 months, 12 months, 18 months and 3½ years. The “Share and Show” about reading to a young child needs to be given to a parent more than once, because: The messages given to the parent needs to relate to the age of their child, To get anyone to try something new, they need to be given ongoing encouragement and support. The best person to “Share and Show” with a parent to promote the reading messages is a community based person that the family trusts. This means that lots of different people within a community should promote the reading messages, so that all families can be reached. Different families trust and respect different people and professionals to give them advice and support in raising their child. The people that “Share and Show” should be trained and provided with high quality resources (see next page) to give to parents. This will help make sure that parents get consistent and accurate messages. Let’s Read provides training for people and has age specific parent information sheets to reinforce the messages. There is also a DVD to encourage parents, and this includes some books being read aloud. The DVD is great for parents/carers that are illiterate or have a low literacy level. 2. Community activities Create opportunities for young children and their families to be involved in community based early literacy activities, and promote the importance of reading aloud to young children. This involves mature aged volunteers offering read aloud sessions

Resources to give to families – in one to one interactions Parent information sheets to reinforce messages – age specific Booklists – age specific DVD A book A reader bag The volunteers do not do this part, but should be aware of it and understand that they need to reinforce the emergent literacy messages.

A program designed to teach children to read Let’s Read is NOT A program designed to teach children to read A set of resources that can be used how ever people like A one - off event It should be clear that Let’s Read is not just the resources, but a commitment by the community to want to make a difference for children and their families The importance of the volunteers ongoing community activities can be reinforced here.

Feasibility Study Results 97% of parents reported the DVD reinforced the messages received from the child health nurse Over 80% of parents reported that the “read aloud” books have helped in reading books with their children 97% parents reported having read the book 95% parents reported having read the book more than once 94% of parents reported that their child liked the book 9% of parents have purchased at least 1 book since receiving the booklist

Current implementation 52 communities across Australia Tasmanian Department of Education – Read for Life – all children under 5 years Queensland Department of Communities – Reading to Children – 11 LGA

Why undertake family consultations in indigenous communities? To find out: what is currently happening in the community what are the families expectations and aspirations whether Let’s Read is “acceptable” To make recommendations about possible ways forward.

Undertaking family consultations Families invited to participate Local person acts as the consultant Completed on a one-to-one basis Venue determined by mutual agreement Take about 45 minutes Results recorded by consultant Given Let’s Read pack to keep

Undertaking family consultations Areas involved: WA – Pilbara – 74 families QLD – Cape York, Torres Strait, Far North Queensland – 250 families VIC – still to be determined

Family consultation questions About the questions: Family background Home language and literacy Care and education Community involvement About the Let’s Read resources

Family background To gain some simple family demographics, and potentially identify whether the number of people in the household impacts on the opportunity to read aloud with a young child.

Family background N = 166

Family background N = 166

Home language and literacy To obtain an insight into the range of languages / dialects that are spoken in the family homes and which of these can be read and written. It is important to be cognisant of languages used at home and how to support the family to promote these languages but also ensure the child is ready for the school experience and gets the most from it.

Home language and literacy Pilbara – 74 families 17 languages / dialects – including English One taught at primary school One taught at primary school and secondary school 10 indigenous languages could be read and written

Home language and literacy N = 166

Home language and literacy N = 166

Home language and literacy N = 166

Home language and literacy 4 communities in Queensland N = 92

Home language and literacy Comparing two areas in the Pilbara N = 74

Home language and literacy Queensland community “C” - N = 20

Home language and literacy Queensland community “A” - N = 26

Home language and literacy Queensland community “C”- N = 20

Home language and literacy Queensland community “C” - N = 20 Others reading aloud with the child Aunts 9 Uncles 3 Older brothers 5 Older sisters 3 Grandmother 3 Grandfather 6 Family friends 3 Others 6 - Cousin, Father, Childcare

Care and education To examine who has regular contact with the child and therefore what opportunities exist for reading aloud to be undertaken with the child – both in the home and in other services

Care and education Activities enjoyed with your child: Fishing Swimming Walking Talking Singing

Care and education Queensland N = 92

Care and education Queensland N = 92

Care and education Queensland N = 92

Community involvement To explore the types of people that are trusted and respected in the community and could deliver the early reading message and also the potential for community activities.

Community involvement Queensland N = 92

Community involvement Queensland Community “M” N = 25

Community involvement Queensland Community “C” N = 20

About the Let’s Read materials To gain a reaction to the Let’s Read materials – shown the DVD, parent information sheet, booklists and the book.

About Let’s Read Queensland N = 92

About Let’s Read Queensland N = 92

About Let’s Read Queensland N = 92

Implementation challenges Starting early Providing a multipoint intervention Messenger and the message Reaching the most hard to reach Working in collaboration not competition Building sustainability Determining how “success” will be measured

Contact Details Sharon Foster Centre for Community Child Health Murdoch Children’s Research Institute Royal Children’s Hospital, Melbourne sharon.foster@rch.org.au 03 9345 5710 or 0438 145 708