Children's Literacy Center

What is Children's Literacy Center?

The CLC is a non-profit organization that started with roots in Colorado Springs, CO in 1991. It has since evolved into a state-wide initiative that provides tutoring to students from low-income families who are reading below their grade level.

What is an asset perspective?

An asset perspective is a way of looking at the skills a child brings to the classroom, and enhancing their learning experience through use of those individual skills.

How can the CLC implement an asset perspective?

Giving Students Tools for Success

• Encourage parent involvement
• Provide a translator at every site
• Incorporate different cultures in every lesson
• Send home a questionnaire that students and parents fill out
• Communicate with teachers through progress reports

How Will This Help Students?

• Parents will feel comfortable asking questions
• They will be able to speak directly to an adult
• Students will feel their culture is celebrated, not ignored
• Students will feel they have a voice in their learning
• Communication with their school provides essential feedback

Why Are Students Behind?

It's important to understand why these children from low-income families are struggling. Language barriers are in place among teachers, families, and students. Perhaps parents who are working when their children get home from school do not have the opportunity to help with homework or take them to outside activities.

"Studies have shown, indeed, that low-income and working class children begin school with less developed reading skills on average than their wealthier counterparts. However, there is no evidence that this discrepancy in reading skills is connected to a language use deficiency or that it reflects disinterest in education (Gorski, 65)."

How Can We Look at This from an Asset Perspective?

Language doesn't have to be a barrier! Language should be celebrated and looked at as an opportunity for diversity, enhancement, and achievement. Instead of saying "we can't communicate," find a way to overcome language and celebrate additive bilingualism (Nieto, 84). Instead of saying "their parents don't care," hold after-school tutoring sessions for students who are behind. Every child deserves the opportunity to succeed; this can only happen if we see their differences as assets, not deficiencies.

"Bilingual education…is based on the principle that one can learn two languages and two cultural systems in order to function and even to succeed in different linguistic and cultural contexts (87)."
-from The Light in Their Eyes:Creating Multicultural Learning Communities
Sonia Nieto

The CLC Can Help

The CLC provides after-school, one-on-one tutoring for students who are reading below grade level. With a "helping hand, not a hand out" approach, students and parents can realize their child's true potential. With more parent involvement, communication with teachers, and translators on site, the CLC can improve their outreach, and welcome families who might be struggling as part of the CLC team.

My thoughts…
The CLC is an organization full of dedicated professionals and volunteers who believe that every child has the inherent ability to learn and flourish with the proper instruction. But things could be better. Parental involvement is low and there is no communication between tutors and parents. As I mentioned before, this is where a translator would prove to be immensely helpful as many parents do not speak English, and most tutors do not speak Spanish. For every student to be protected and supported, their parents should have full knowledge of the progress of their children.

While there success rate is high at 95%, I believe until it is at 100% it is not a completely successful program. One-on-one tutoring is perhaps one of the most effective means by which a child can catch up with their grade level in reading, and every child should be able to not only read, but read well. The CLC could also improve their use of multicultural education. Encouraging students to read in Spanish and English, and reading stories with characters from all over the world would enhance students' knowledge of language and culture.

Works Cited
Gorski, P. (2013). Reaching and Teaching Students in Poverty (10th ed., pp. 84-87). New York, NY: Teachers College Press.
Nieto, S. (2010). The Light in Their Eyes: Creating Multicultural Learning Communities (pp. 84-87). New York, NY: Teachers College Press.