Why does my community need a First Book?
Access to books is essential to learning to read. Vast numbers of children in America are growing up with low literacy skills. Literacy is a national problem requiring national attention.
Only 31% of 4th graders in America read at or above proficiency; and only 1% of 4 th graders write at an advanced level. (Children's Defense Fund, "The State of Children in America's Union 2002.")
61% of the low-income families have no books at all at home for their children. (Department of Education, 1996.)
Over 80% of preschool centers in a large-scale study lacked book corners, age-appropriate books, and other print materials for young children.
Long before formal schooling begins, considerable variations in patterns of early literacy development are likely to be evident, based on the availability of books and other print resources in communities and child-care centers. (Neuman, Susan B., Donna C. Celano, Albert N. Greco, and Pamela Shue. "Access for All: Closing the Book Gap for Children in Early Education," 2001.)
In four neighborhoods in a large urban city, book availability for children who lived in middle-income communities was approximately 12 books available per child; in the poor neighborhoods approximately 1 book was available for every 335 children. (Ibid.)
Closing the book gap represents a crucial first step toward quality improvements in early childhood programs. Books are the centerpiece of reading activity, the source of challenge and stimulation, interest and delight. They introduce children to information and literary language, and extend their worldview by revealing new possibilities. But, tattered cast-off books from donations or garage sales will not do. Children need quality materials for books to make a difference in their lives. (Ibid.)
Why First Book Works
Over the years, First Book has focused substantial resources towards ongoing evaluation to ensure that First Book is making a real difference in the lives of children and accomplishing that goal with the greatest possible efficacy.
In 2002, public opinion analyst Louis Harris completed an 18-month study of First Book. Funded by the U.S. Department of Education, Fund for the Improvement of Education, the study thoroughly evaluated every aspect of First Book's work. The results of this study are compelling:
First Book works for children. With the involvement of First Book, the number of children who previously had a "low interest" in reading fell dramatically from 43% to 15%, while those children with a "high interest" in reading more than doubled from 26% to 55%.
Ownership of a new book makes a difference. After receiving three or four books from First Book, 92% of the children stated that they "love" receiving books with their own name in them and 80% specifically reported that "it means a lot to receive something new and not used."
First Book positively impacts the home learning environment. After receiving books from FirstBook, 76% of the children reported that they had "showed the book to someone at home." Even more powerful, 72% of the children receiving First Book books liked "to share reading experiences with friends, other kids and family."
First Book is important to a child's decision to read more. According to the study, for 69% of the children who had received three or four books, "the impact of the First Book program was very important in a child's decision to read more books and to learn to read better." Perhaps most importantly, children themselves report a marked improvement in their interest in reading: 63% are "not unhappy to have to take time away from play to read" and 80% "really like to read books on their own."
