im in the verpets alpha and i Had to remake my guy... and the topaz color on the newer bat pet (minkel) actually like. works really well given his namesake.
it makes me sad when i drop an item for minkel and he shakes his head. But I’m glad myers players have enough courtesy to shake their heads when i do it. 😌
This blog post is the first in a series of posts on issues in literacy, and makes an argument for the power of individual book ownership. Other posts will cover reading motivation, summer learning loss, and the lack of diversity in children's literature.
Overview
Two thirds of children living in poverty have absolutely no books at home. In low income communities, there is a single book for every 300 children. Compare this to 13 books per child in an upper-middle income community.
The infographic below attempts to illustrate the problem, but the visual doesn't convey the full weight of this statistic:
Put another way, for every one book in a low income community, there are 3,900 books in an upper-middle income community:
Why It Matters
An interesting blog post by Gabrielle Prendergast criticizes the original First Book infographic. She also points out that there are numerous, more complex factors contributing to academic success and poor reading skills, and that there are multiple ways that families can access literature besides book ownership.
Pendergast also questions the value of this particular statistic, pointing out the fact that First Book is essentially equating a 390,000% increase in book ownership to 260% improved proficiency in reading.
All valid points that are important to keep in mind as we ask ourselves the question, why should owning books at home matter?
Sometimes, the simple act of increasing a child's home library can have profound effects on their reading skills and enjoyment of reading, as Justin Minkel found in his 1,000 Books Project:
Minkel cites research that shows that giving students a dozen books "to take home over the summer resulted in gains equal to summer school for lower-income children, and had twice the impact of summer school for the poorest of those children." The progress his students have made is extraordinary. Their first book was Where The Wild Things Are, a picture book. But, the fortieth text was The Lightning Thief, a novel suitable for fifth and sixth graders.
Having books at home improves literacy, says Minkel, because kids can "engage in repeated readings of favorite" texts that are at just the right reading level. His students' parents also "reported increased time spent reading at home during weekends, holidays, and summer break."
Minkel says what will stick with him most are the memories of each student becoming "a different kind of writer, thinker, and human being because of his or her growth as a reader,"—hearing them ask "the kind of question a teacher loves to hear: 'Can we take the poetry books out to recess today?'" More than any test score, says Minkel, every teacher should want "to help kids develop a love of reading, put great books in their hands" and "watch in amazement as their worlds change.
Families in communities where libraries and bookstores are distant or inaccessible, and transportation is difficult or costly, are less able to borrow books. School libraries are only open to a child during the school year, leaving children without means bookless in the summer.
Additionally, the sense of joy and autonomy that comes with owning a book of one's own simply cannot be substituted with borrowing opportunities. Programs like Reading is Fundamental recognize the power of choice and book ownership in motivating a child to read and love learning.
My own voracious love of books as a child was heavily supplemented by the local library, but it's the books I owned that I most cherished, that I read, and reread, and continue to reread into my adulthood.
