hesed דסה loving kindness - project transformation · handbook of early literacy research,...
TRANSCRIPT
Hesed הסדLoving Kindness
The Poverty TrifectaThere are three major factors that adversely impact learning and
reading on children who come from homes of poverty.-Dr. Martha Burns, director of neuroscience education at Scientific Learning Corporation
Factor #1: Children from homes of poverty do not have as much
exposure to language.
Factor #2: Poverty changes the way the brain matures
Factor #3: Children who come from poverty experience high levels
of stress.
Factor #1: Children from homes of
poverty do not have as much exposure
to language.
WORDS MUST COME IN THE EYES AND EARS BEFORE THEY WILL COME OUT THE MOUTH OR PENCIL
Jim Trelease- Read Aloud Handbook
BOOKS IN THE HOME
• In middle income neighborhoods the ratio is 13 books per child
• In low-income neighborhoods, the ratio is one book for every 300 children.
SOURCE: Neuman, Susan B. and David K. Dickinson, ed. Handbook of Early Literacy Research, Volume 2. New
York, NY: 2006).
Factor #2: Poverty changes the way the brain matures.
Factor #3: Children who come from poverty experience high levels
of stress.
What is Project Transformation
Mission: To engage young adults in
purposeful leadership and ministry, support
children in holistic development, and connect churches with communities.
Vision: To be a respected national
model of ministry and service, through
which leaders emerge, communities
change, and lives transform.
Transforming Communities through Relationships
Project Transformation stops the cycle
• Literacy
• Intern role models and “to and through college”
• Invested adults
• Access to books and helping readers
• Churches: safe, nurturing anchors
That sounds expensive
It is much more expensive to
intervene, whether that is
prison or rehab or welfare.
All the Things You Can ReadAka Bibliography
ReadyRosie.com
Read Aloud Handbook
Betty Hart and Todd Risley, Meaningful Differences in the Everyday Experience of Young American Children (Baltimore, Brookes Publishing, 1996)
Keith E. Stanovich, “Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy,” Reading Research Quarterly 21, no. 4 (1986): 360– 407; Richard Anderson, Linda Fielding, and Paul Wilson, “Growth in Reading and How Children Spend Their Time Outside of School,” Reading Research Quarterly 23, no. 3 (1988): 285– 303.
All Things Dr. Seuss
Glass Castle
Questions and Wrap Up
Kercida McClain, Executive Director
ProjectTransformation.org/Rio-Texas