Children’s Literature and Poverty: Closing the gap 1
Children’s Literature and Poverty:
Closing the gap
Mia Johnson
Appalachian StateUniversity
Advanced Study of Children’s Literature
RE 5140
Dr. Connie Green
November 30, 2005
A little girl walked into a classroom three weeks after the first day of school. As she looked around she saw children with the best, brightest clothes, shiny shoes, and sparkling pencils. Her family had just moved into the campground and she knew that she did not look like those children in her new class. They were all reading, something that she did not enjoy because she was not good at it. Then her new teacher reached for her hand and spoke in a welcoming voice. The little girl told her mother goodbye with an uncertain tear and small sideways smile.
The reality of this situation occurs daily, according to Ruby Payne, Ph.D. (2005). When looking at children of poverty and their relationship with academic progress, studies show there is a gap between low-socioeconomic achievement and middle-socioeconomic achievement. Susan Nittourer (1996) stated in her study of the development of phonemic awareness, “low socioeconomic parents are less likely to respond to their children’s utterances than are middle socioeconomic parents. The effect of socioeconomic status on child-directed language is consistent across ethnic group and is independent of the dialect being learned” (p. 1062).
Research indicates that there is a strong relationship between the amount of vocabulary anindividual has and social class. In generational poverty, it is not unusual for an individual toknow only casual register (language between friends). An individual who has only causal register does not have many abstract words. The abstract words are in formal register (business and educational language). (Payne, 2002, p. 19)
Children without early oral language experience tend to be delayed in developing phonemic awareness and other early reading skills (Nittourer, 1996). These children are the ones that should be the focus on closing the achievement gap.
In a longitudinal study of first through fourth grade students in an inner city, researchers found when at-risk students were provided with one on one tutoring sessions, their baseline scores in reading increased (Richards, Gipe, Barnitz, 1993). In their research, Richards, Gipe, and Barnitz (1993) stressed, “assumptions about kindergarten and first graders coming to school already familiar with such classics as Goldilocks and the Three Bears and Cinderella cannot be made with urban learners who are considered at-risk due to the conditions of poverty” (p.6). These students must be provided those opportunities once they begin school. The goal of the educators must be to find a way to introduce these experiences to children of poverty, motivate the children to learn, and engage their parents as part of the teaching team.
Payne Ph.D. (2005) quoted Comer, “No significant learning occurs without a significant relationship of mutual respect” (p. 62). Building the relationship with the child and their parents is key to breaking down the barriers that poverty builds. Once a mutual relationship is established, the process of learning must be taught to the child. “It is the responsibility of educators and others who work with the poor to teach the differences and skills or rules that will allow the individual to make choices” (Payne, 2005, p. 113). A blueprint or mental model must be given for the child to understand a step by step process that allows him or her to make a choice in their education, a choice in learning to read. “A beginning learner must be mediated in order to learn. He/she must be given the what, the why, and they how. Often in schools, the focus is on the content, the why and how are seldom if ever mentioned so the student is unable to do the work” (Payne, 2002, p. 15).
Several studies have been completed showing the importance of exposure to children’s literature for children of poverty. Ramos and Krashen’s 1998 research showed:
The clearest implication of (their) study is that simply providing interesting books for children is a powerful incentive for reading books. The research is consistent with showing that extrinsic incentives for reading have not been successful, while improving access to books has been successful in encouraging reading. (p. 614)
Their findings were the result of a study in California involving second and third grade inner city students given access to the public library. Students were given a survey following the study showing their increased interest in reading. In agreement with those findings, Ediger (2003), explains that motivation and interest are key to building student achievement (p.86).
Once students are motivated to read, the next step is involving parents. A study focusing on involving parents as tutors, found that parental involvement in education made an impact on achievement (Powell-Smith, et al., 2000). Ruby Payne (2005) gives several suggestions in her book, A Framework for Understanding Poverty. She suggests putting together a brief 15 minute video for parents on how to work with their child using books. “Parent training and contact through video is invaluable, particularly in poor communities. One pattern in poor communities is that virtually everyone has a VCR or DVD player because of the value placed on entertainment” (Payne, 2005, p. 73). Many of these parents do not have dependable transportation or cannot afford to leave work to come into the school. Looking at generational poverty, statistics show that children in poverty come from homes where parents have little education past ninth through twelfth grade. These parents have had negative school experiences and may be intimidated to walk back into a classroom, even for their child. A study was conducted at a school in Illinois where 95% of the student population was on welfare. Teachers at this school made a short, non-intimidating video, providing parents with information to help their child. Based on returned surveys and closely monitored students progress, the videos were deemed successful (Payne, 2005).
When teachers, students, and parents form a team to increase student achievement, the socioeconomic achievement gap can be decreased. The decrease will not occur without work and patience. Families in poverty do not come to school with the same background as the middle class family. The children do not have the same past experiences and their parents do not have the same expectations as middle class families. According to Ruby Payne (2005), children in poverty do not understand process, they do not have organizational skills, and may lack in motivation. The educator’s role with these families is crucial to change statistics which show a cycle in poverty. Utilizing interesting children’s literature for the child to motivate them to read is the key to success.
Action Research
Subsequent to reading research that provides the clear view of poverty stricken children falling behind in school and the proactive steps that must be taken early in their school career, a survey seemed applicable. Twenty-two students were involved in the survey. 1.8% of the participating students are enrolled in the Free and Reduced Lunch Program. Each of the twenty-two students received a survey requesting parental input on their values of education. Parents were also asked if they would participate in a Family Literacy Night.
Of the twenty-two surveys sent, eighteen were returned, including the surveys from the 1.8% of FRLP. 100% of the parents agreed that education is highly valued in their homes. 100% of the returned surveys also showed that reading takes place each night. Of the 1.8%, all students had been retained in either kindergarten or first grade. Out of these 1.8% of students, only one of the parents felt their child was a good reader and only one parent felt they were a good reader. One of these families stated that they would disagree in participating in an educational family night at school.
Discussion
After reviewing the responses from the surveys, it became obvious that interventions must be put in place even if it is only for 1.8% of the students or more. Understanding the definition of poverty is the first step. According to Yvonne Vissing (1996), “Rural homelessness consists of psychological, cultural, and social dimensions that must not be overlooked” (p. 7). Poverty is not just lack of shelter. Educators must realize that breakfast and lunch may be the only hot meals these students receive. Many students in poverty are sleep deprived, not up to date on immunization, and malnourished. The only constant for these children are the educators and their school.
In an interview Dana Carter, school psychologist, stated that “on home visits little to no literature is observed in the home. No books, no newspapers-most of the time televisions are on” (November 2005). After being asked if videos and children’s literature would be received and utilized with the families that she is most familiar with, Carter did agree that this would be a step in the right direction. In order to put this in place, funds have been requested from the Parent Teacher Organization to purchase tapes and books.
In addition to the funds being requested for books and video tapes, they are also begin requested to fund the Family Literacy Night planned as a result of the positive response on the surveys. The family night has been structured to involve parents and students with children’s literature and extension activities. The initial family literacy night will be held at the school. An additional literacy night is being planned for the spring to be held at a community church. Due to the intimidation factor of the school classroom and transportation issues, the educators have planned to take literacy into the community.
Family Literacy Nights, parent videos, and mutual respect are still only part of the puzzle to successful readers in poverty. Some may believe, based on statistics, that the ability to learn or be educated and rise out of poverty is something that is inherited. In her book, Ruby Payne (2002)quotes Feuerstein, “It is possible to have a brain and not have a mind. A brain is inherited, a mind is developed” (p. 4). She adds “cognitive scientists have concluded that it’s about a 50/50 arrangement. About half of who an individual becomes is developed by his/her genetic code and about half by his/her environment” (Payne, 2002, p. 4). Students must understand that they can learn. They must be taught how and why to learn.
Using children’s literature that relates to their lives is crucial. They must be able to make connections to be motivated. Kathy Zahler (1997) suggests looking for tie-ins to movies and literature. Following the importance of entertainment for families of poverty, it is also suggested that students have the opportunity to act out stories as they are retelling. This activity is less threatening than writing and is building vocabulary while working on comprehension.
Conclusion
Based on the parent surveys, parents want their children to succeed and education is highly valued. 94% of the parents surveyed agreed to participate in a Family Literacy Night. Results of the initial Family Literacy Night will be recorded, monitored, and reflected on for reference in preparing the literacy night in the community.
The parent videos and take home library collections will also be monitored and reflected upon. Parents will be sent a survey to fill out after viewing the video and working with their child. This information will be beneficial in expanding the program above Kindergarten and first grade.
Moving toward a school that is aware of the effects of poverty on the achievement gap is a goal that is not meant to be prejudice, but is meant to be proactive. Working in a school of only 8% of 750 students receiving Free and Reduced Lunch, the reading gap of socioeconomic classes has been identified and set into a school improvement plan. This action plan was designed and set up with the collaboration of the kindergarten and first grade teachers.
According to Abraham Maslow’s hierarchy if the first level of physiological needs are not met, the remaining levels of safety and security, belongingness, and esteem to achieve cannot be obtained. Children of poverty may only get their warm meals at school. They need to have a warm classroom to come into and feel safe. Those children need to have a purpose for being at school. They must believe in themselves and see how reading relates to their lives. After all of these needs are met, then their mind can begin to develop.
Awareness is crucial to closing the achievement gap between low and middle socioeconomic classes. According to Ruby Payne (2002), children of poverty would not change anything about their lives. It is what they know and others need to be aware of the differences. Each economic group has specific qualities. Children’s literature can be utilized to introduce children and their parents to the realities of other socioeconomic cultures, while confirming and giving purpose to their own.
References
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