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Welcome to Reading-Complete Package

Fun Children's Reading Journey Begins with Top Reading Program

Welcome to Reading is a carefully sequenced learning program designed to increase the reading abilities of children. The core of this program is 48 leveled little reading books that help emergent readers become increasingly fluent readers. Along with helping engender an appreciation for and love of reading, Welcome to Reading provides opportunities for engaging family learning time and parent-child bonding.In addition to the Little Books, the program includes online games and a user-friendly Parent Guide with detailed instructions on how to help promote and gauge a child's reading progress.

Download Free Book, "Trek and His Friends" here!

 

 
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As a parent, or grandparent, there is no greater gift you can give a child than the gift of reading. Welcome to Reading is an innovative print and digital product for parents to help their children master early reading skills.Welcome to Reading supports the literacy skills children will need to excel in both school and life. Welcome to Reading offers a powerful combination of print and online resources to help your child learn to read.

 

 

The Road to Reading Excellence includes Books, Online Reading Games & Activities

 

The Welcome to Reading program also includes access to the Welcome to Reading website, which offers parents many stimulating ways of teaching concepts and reinforcing skills essential to early childhood learning online. In addition to digital versions of the Little Books, the website features age-appropriate online games and activities. The digital storybooks include optional narration and word-by-word highlighting to help children identify words in print and track the words as they listen to the story.

 

Together, the Little Books, Program Guide, and online components form a reading program that will help children develop their reading ability by participating in a range of literacy activities.

 

 

 

What You Get in This Fun Kids Reading Package

 

With "Welcome to Reading", you will get a complete set of resources to prepare your children for reading success. Whether you have 30 minutes a day or 30 minutes a week, you can make the most of your time with a child, sharing in the wonderful discoveries children make through reading. Reading with your children has never been so much fun!

--48 Colorful Little Books – Each book is colorfully illustrated and features a fun story starring Trek the Scarecrow and his friends Lizzy and Sam

--Welcome to Reading Web site 1 Year Subscription – Safe and secure for children! Interactive online reading games and activities plus digital versions of each little book that will entertain and educate your child how to read.

--Welcome to Reading Program Guide – Designed for you! Includes step-by-step reading instructions for using the Welcome to Reading Program.

 

World Book has a whole section of even more early learning books!

 

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Key Features

• 48 leveled “Little Books” that help emergent readers become increasingly fluent readers

• Sequenced learning system designed to increase the reading abilities of children.

• Opportunities for engaging family learning time and parent-child bonding

• User-friendly Parent Guide with detailed instructions on how to help promote and gauge a child's reading progress

• Website that offers parents and children stimulating learning experiences, all in a safe and secure online environment

• Website features age-appropriate games, activities and sing-alongs.

• Digital storybooks include optional narration and word-by-word highlighting to help children identify words in print and track the words as they listen to the story.

Research Base

The Research is Clear!

 

Children's early reading experience is critical to the development of lifelong reading skills. World Book’s Welcome to Reading Program provides fun and effective learning to help set the stage for your child’s future academic success. Here are excerpts from several research reports on the importance of early reading.

 

Study Links Chances of Graduating to Early Reading Ability

 

Students who can't read on grade level by the 3rd grade are four times less likely to graduate from high school on time than proficient readers. "Educators and researchers have long recognized the importance of mastering reading by the end of third grade. Students who fail to reach this critical milestone often falter in the later grades and drop out before earning a high school diploma. Now, researchers have confirmed this link in the first national study to calculate high school graduation rates for children at different reading skill levels and with different poverty rates. Results of a longitudinal study of nearly 4,000 students find that those who don’t read proficiently by third grade are four times more likely to leave school without a diploma than proficient readers."

 

The Annie E. Casey Foundation. Double Jeopardy: How Poverty & Third-Grade Reading Skills Influence High School Graduation. April 2011.

 

Click here to read the full report

 

Parent-Child Book Reading Makes for Success in Learning to Read

 

“Interest in the ways in which parents help their children to develop the requisite language skills for reading has been growing. Many educators believe that certain practices are important for beginning readers. In many countries the importance of the family in promoting literacy is operationalized in the intergenerational nature of literacy programs. In particular, the number and the nature of parent-child joint book reading experiences during early childhood are assumed to set the stage for future differences in academic achievement.”

 

“Our analysis provides a clear and affirmative answer to the question of whether or not Storybook reading is one of the most important activities for developing the knowledge required for eventual success in reading (Commission on Reading, National Academy of Education, 1985). Our quantitative results give straightfor- ward support for family literacy programs and the need to further explore the aspects of shared readmg that are most beneficial.”

 

 

Review of Educational Research. Joint Book Reading Makes for Success in Learning to Read: A Meta-Analysis on Intergenerational Transmission of Literacy. Bus, A.G., Van Ijzendoorn, M.H., & Pellegrini, A.D. (1995).


Click here to read the full report

 

Does Readiness Matter? How Kindergarten Readiness Translates Into Academic Success

“The answer to the ‘Does readiness matter?’ question is a resounding ‘yes!’ according to these data. Children who enter kindergarten near-proficient across all readiness skills…perform significantly better on standardized tests of English and math in third, fourth, and fifth grades….”

 

Santa Clara County Partnership for School Readiness. Does Readiness Matter? How Kindergarten Readiness Translates Into Academic Success. San Jose: Applied Survey Research, 2008. Applied Survey Research. Web. 7 Oct. 2011.

 

Click here to read the full report

 

Understanding Brain Development in Young Children

“Learning continues throughout life. However, ‘prime times’ or ‘windows of opportunity’ exist when the brain is a kind of ‘supersponge,’ absorbing new information more easily than at other times and developing in major leaps. While this is true especially in the first three years of life, it continues throughout early childhood and adolescence…. While learning later is possible, it usually is slower and more difficult. Some improvement in most skills is possible throughout life. However, providing children with the best opportunity for learning and growth during the periods when their minds are most ready to absorb new information is important.”

 

Brotherson, Sean. “Bright Beginnings #4: Understanding Brain Development in Young Children.”FargoNorth Dakota State U, 2005. NDSU Educational Materials. Web. 7 Oct. 2011.

 

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The Timing and Quality of Early Experiences Combine to Shape Brain Architecture

“Stimulating early experiences lay the foundation for later learning. High-level neural circuits that carry out sophisticated mental functions depend on the quality of the information that is provided to them by lower-level circuits. Low-level circuits whose architecture was shaped by healthy experiences early in life provide high-level circuits with precise, high-quality information. High-quality information, combined with sophisticated experiences later in life, allows the architecture of circuits involved in higher functions to take full advantage of their genetic potential. Thus, early learning lays the foundation for later learning and is essential (though not sufficient) for the development of optimized brain architecture.”

 

National Scientific Council on the Developing Child. “The Timing and Quality of Early Experiences Combine to Shape Brain Architecture: Working Paper No. 5” Cambridge: Harvard U, Center on the Developing Child, 2007. Center on the Developing Child. Web. 7 Oct. 2011.

 

Click here to read more

 

Children Better Prepared for School If Their Parents Read Aloud to Them

“Young children whose parents read aloud to them have better language and literacy skills when they go to school, according to a review published online ahead of print in the Archives of Disease in Childhood. Children who have been read aloud to are also more likely to develop a love of reading, which can be even more important than the head start in language and literacy. And the advantages they gain persist, with children who start out as poor readers in their first year of school likely to remain so.

 

In addition, describing pictures in the book, explaining the meaning of the story, and encouraging the child to talk about what has been read to them and to ask questions can improve their understanding of the world and their social skills.”

 

“Children Better Prepared for School If Their Parents Read Aloud to Them.” e! Science News. e! Science News, 12 May 2008. Web. 7 Oct. 2011.

 

Click here to read more

 

Reading Aloud to Children: The Evidence

“Reading aloud to young children, particularly in an engaging manner, promotes emergent literacy and language development and supports the relationship between child and parent. In addition it can promote a love for reading which is even more important than improving specific literacy skills. When parents hold positive attitudes towards reading, they are more likely to create opportunities for their children that promote positive attitudes towards literacy and they can help children develop solid language and literacy skills. When parents share books with children, they also can promote children’s understanding of the world, their social skills and their ability to learn coping strategies.”

 

Duursma, Elizabeth, Marilyn Augustyn, and Barry Zuckerman. “Reading aloud to children: the evidence.” Archives of Disease in Childhood 93.7 (2008): 554-57. Reach Out and Read. Web. 7 Oct. 2011.

 

Click here to read more

 

The Effects of Early Reading with Parents on Developing Literacy Skills

“In general, the more that mothers read to their children the greater the gains for children’s vocabulary and cognitive ability such that, by age 3 (when children begin to be interested in pre-reading activities), mothers who had been reading daily during the preceding two years had children with significantly elevated language and cognitive scores.”

 

National Scientific Council on the Developing Child. “The Effects of Early Reading with Parents on Developing Literacy Skills.” Cambridge: Harvard U, Center on the Developing Child, 2007. Center on the Developing Child. Web. 7 Oct. 2011.

 

Click here to read more

 

Promoting Early Literacy in Pediatric Practice

Reading to a child can stimulate more verbal interaction between the child and the parent than can toy play or other adult-child interactions. Books frequently contain more-sophisticated words than children typically encounter in spoken language, and increased vocabulary contributes to subsequent reading ability. As a pleasurable activity, reading aloud promotes many learning benefits and enhances exposure to words, sounds, letters, and stories. The age at which parents begin reading to their children is correlated with children’s language development; children who are read to from an early age tend to have higher scores on later language measures. Positive effects continue to be observable in the elementary school years.”

 

Zuckerman, Barry. “Promoting Early Literacy in Pediatric Practice: Twenty Years of Reach Out and Read.” Pediatrics 124.1 (2009): 1660-1665. Reach Out and Read. Web. 7 Oct. 2011.

 

Click here to read it

 

KU Researcher Sheds Light on Benefits of Book Reading for Children

“Most parents know that a good bedtime story can lull a child to sleep. And parents have long assumed that reading books with their child improves that child’s language skills and intellectual development.

 

So it is surprising that, until recently, there was not much real proof of the widely held notion that joint book reading improves children’s communication skills.

 

Now, a University of Kansas researcher has added to that evidence, showing that joint book reading is indeed associated with a child’s use of language and giving new details about how the variety of books and context of joint reading impacts linguistic development.”

 

“KU Researcher Sheds Light on Benefits of Book Reading for Children.” KU News. U of Kansas, 24 July 2007. Web. 7 Oct. 2011.

 

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Joint Book Reading in the Second Year and Vocabulary Outcomes

“The extant literature on joint book reading, both scholarly and popular, has strongly implicated the importance of JBR [joint book reading] as a fundamental component of emergent literacy in the young child’s environment.”

 

Richman, W. Allen, and John Colombo. Journal of Research in Childhood Education 21.3 (2007): 242-53. Home Page for Dr. John Colombo. Web. 11 Oct. 2011.

 

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$999,999.00

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