Children in some communities face disproportionate barriers to becoming readers

BY PAUL JUNOR

Attention has been directed toward the: academic, cognitive, and intellectual abilities of Black children. The importance of reading as a basic human right is one that has been recognized by many stakeholders who see the importance of education.

A recent press release released by The Reading Partnership (TRP) and the Canadian Children’s Literacy Foundation (CCLF) wished to draw attention to a new research project that will probe deeply into the issues released to the reading experiences of Black children It is titled, “Teaching our Kids to Read: Exploring the Reading Journey of Black Children in Canada.” The project is funded by TD Bank Group and involves the participation of the Black Health Alliance.

The project seeks to speak with and listen to Black families to better understand the barriers and challenges they face when it comes to helping their children’s reading journey. It aims to use these discussions to bring the families’ needs to light, and to identify solutions which can address these needs. There is particular concern about the high percentage of Black children who face significant barriers that prevent them from becoming fluent readers. The project intends to find answers to the question as to why and propose practical solutions that can address it.

The project is actively reaching out to local community organizations to host these discussions such as: Black parents, caregivers, service providers and community leaders that support Black communities. Individuals such as: teachers, early childhood educators, librarians, community service workers, doctors, nurses, social workers, faith-based leaders, voluntary leaders, community animators, and anyone who engages with Black children are important. Participants will receive a $50 gift card.

There will be virtual sessions for service providers and community leader focus groups. There will be in-person sessions for parent/caregiver focus groups during the months of August and September 2023. These will take place in the following cities across Canada: Calgary, Vancouver, Montreal, Halifax, Preston Township, Durham, Hamilton, Ottawa, Toronto, Peel and Windsor.

The focus groups will examine the following three areas and will take about 90 minutes:

• How families help their children become readers.
• The challenges they experience in doing so.
• The solutions being proposed by community support networks.

In order to facilitate the work of the research project, an Inquiry Advisory Group has been formed in order to provide guidance on the project’s: process, methods, data collection and analysis approaches. The IAG provides advice to ensure that the research findings influence policy, and most importantly lead to better outcomes for Black children and families in Canada.

Camesha Cox, Executive Director of the Reading Partnership, stated in the press release, “This project is not research for research’s sake; we are looking to get to the bottom of the issues that Black families face when it comes to their children’s literacy success. Learning to read is not a privilege – it’s a basic and essential human right that must be upheld by all children. Black children have historically been overrepresented in the number of those who struggle to learn to read in Canada – that is unjustifiable and preventable.”

Ariel Siller, CEO of the CCLF states, “At the CCLF, we believe reading is a right denied to far too many children. Without strong reading skills, children struggle to reach their full potential. We also know that children in some communities face disproportionate barriers to becoming readers. Core to our work is listening directly to communities experiencing disproportionately barriers to reading, understanding their experiences, and ensuring we help them dismantle those barriers they face.”

For anyone interested in participating or hosting a focus group contact Evelyn Amponsah, lead researcher at the following email: research@readingpartnership.com