Accomplishments

Together, we can make a quantifiable impact on literacy rates in Tucson and Southern Arizona.  Not just the five merging organizations, but every group represented by the Literacy for Life Coalition and every member of the community.

Collectively, the programs of Literacy Connects served more than 60,000 people in 2009-2010 including:

  • Early literacy coaching to over 34,000 families with children from birth through age five
  • One-on-one literacy coaching to 2,500 elementary students in 9 school districts and100 schools through the dedication of over 1,000 volunteer coaches
  • Literacy and performing arts programming that brings children’s stories to life through professional performances serving over 5,600 elementary students, wowing 7,500 audience members, and creating 75 original books
  • Tutoring to over 1,904 adults to learn to read, write and speak English through the dedicated work of over 300 volunteer tutors
  • Leveraged resources, advocacy and awareness through a coalition of 34 businesses and literacy organizations throughout Southern Arizona

For specific accomplishments of each program, click below:

Reach Out and Read Southern Arizona conducted a formal evaluation of its program in both 2005 and 2010.  The results showed that participating parents increased the amount of time spent reading with their child and benefited from anticipatory literacy guidance from their medical providers. 

Parents who have received the Reach Out and Read intervention are significantly more likely to read to their children and have more children’s books in the home compared to families who have not participated in the program. In addition, scores on standardized vocabulary tests are significantly higher — 8.6 points higher for receptive language (understanding words) and 4.3 points higher for expressive (picture naming). Reach Out and Read Southern Arizona plays a critical role in closing the achievement gap and preparing our young children for future success.

In addition to quantitative evaluation based on the number of story submissions, Stories That Soar! receives qualitative evaluation from students’ and teachers’ responses.  Students are asked to reflect on the writing process and if the details and concept presented in the stories were properly represented in the performances. 

Teachers provide feedback on how the program impacts student writing. Evaluating Stories that Soar! as more than a writing program includes recognizing that that reading and writing development are intertwined in early learning. The physical act of writing letters and early words enhances the child’s ability to read. The complementary relationship between reading and writing continues long after these early efforts. With the inclusion of Share More Books as an extension of the STS! residency, students make a strong connection between writing and reading while building confidence in their ability to engage in the literary arts.

The Reading Seed program currently uses literacy level outcomes from a study conducted by the University of Arizona College of Education in 2005. The study found that 87% of children in the program had progressed at least one reading level in a short two-month intervention period and 75% of Reading Seed students improved on at least one sub-test area of the DeFord/Dominie Reading and Writing Portfolio.

Of classroom teachers surveyed, 86% felt students managed independent work and homework better as a result of coaching and 100% believed that the one-on-one focus on reading was valuable to students and should be continued. TUSD and Sunnyside school districts have agreed to provide student outcome data for children in the Reading Seed program in the 2011-2012 school year. For this year, Reading Seed will have access to student outcome information in July from two Title One elementary schools which both had significant increases in the number of volunteer coaches from previous years — Holaway School in the Amphitheater District and Mission Manor in the Sunnyside District.

Literacy Volunteers of Tucson makes a difference in the lives of the adults we serve.  They see practical, positive outcomes that transform their lives.  Beginning with improved self-esteem, they move on to get better jobs or promotions, enter vocational schools or community college. 

Their success inspires other adults to come to us. The cycle of illiteracy can be broken. The Ohio Literacy Resource Center reviewed 67 studies and found that, as parents participate in adult literacy programs, their attitude toward education changes. They value it more, support their children’s schooling in new ways and become good role models for their children. Tom Sticht, an adult education researcher, has 30 years of research showing that any kind of education a parent receives has a direct and positive impact on the child’s success in school. In addition, the dollars spent on adult literacy have a multiplier effect. Improved literacy skills impact our entire community as individuals get better jobs, pay more taxes, increase their access to health care and reduce the Medicaid bill. They become more involved in community activities and help their children succeed in school, thus breaking the cycle of illiteracy in their family. Last year 660 adults reported improved their self-esteem, the first step from which all else grows. 80 told their tutors that they started to read to their children. Pre-literacy skills help children to be ready to learn when they start school. 23 adults entered a training program or for-credit class. Individuals without a GED or high school diploma cost the government (that’s you) about $671 per year. Those with a GED contribute $5,464 per year to our economy. Teaching someone to read, write and/or speak English transforms their life and, in turn, improves our community.

The Literacy For Life Coalition

Teach the Parent, Reach the Child:

  • 10 Parent trainers have been trained
  • Over 120 parents have been trained in early child literacy competencies, such as Book handling, etc.
  • Trained parents report they have shared their knowledge with friends and family
  • 1024 books have been distributed

Continuum of Services:
•    45 students attended the Literacy Volunteers of Tucson (LVT) GED classes:
•    6 of these students “moved up” from LVT; one has passed the GED to date
•    16 made 2+ grade level gains on the Test of Adult Basic Education
•    6 students passed the GED exam
•    3 entered employment; 2 retained or improved current employment
•    8 reported that they were more involved in their community
•    7 reported helping their children in school more; 9 read to and with their children
•    10 learned computer skills
◦    Basic Language Class and Learning Lab Student Achievements:
◦    27 students reported increased self-esteem
◦    29 students got a job, retained a job or improved employment skills
◦    1 enter PCC; 17 entered other training/education class
◦    13 made civics/citizenship gains (voted for 1st time, read & understood election issues, got involved in a community activity, etc.)
◦    26 made gains in life skills (read a menu, phone book, newspaper, fill out a form, etc.)
◦    35 made parenting gains (read to child, help in classroom, attend a school meeting, etc.)
◦    19 improved their computer skills
◦    10 used a library service for the first time

Literacy Zone Outreach Coordinator:
•    At least 25 volunteers have taken or signed up to take the Reading Seed training to be reading coaches working with elementary students in the literacy zone
•    A total of 50 volunteers are scheduled to attend two trainings in each of the literacy zones
•    Literacy Volunteers of Tucson will start Adult Education classes at two new Sunnyside sites
•    The number of reading coaches in the Sunnyside Literacy Zone is expected to reach 25, impacting at least 50 new elementary students
•    Approximately 50 adults will have participated in adult education classes by May 2011
•    Reading Seed has given more than 1,000 new and gently used books to Sunnyside Literacy Zone schools between May and October 2010 and hundreds more have been given to neighboring schools through awareness efforts

Sunnyside Picture Book Project:
•    A total of 15 collections (375 books) have been distributed to childcare centers and schools
•    10 collections (100 books) have been distributed to home providers, either in English or Spanish
•    Efforts to write and produce them were enthusiastically received

Stories of the Zone:
•    418 stories were written by elementary school children
•    15 pieces were presented representing 25 young authors in a show on November 25th
•    500 books of published stories will be distributed back to the zone

From fiscal years 2008/2009 to 2009/2010, the following increases occurred in greater Tucson:
•    Child care centers/home involved in quality improvement increased by over 150%
•    Books distributed to children increased by over 23%
•    The number of K-12 students served increased by 22%
•    GEDs obtained was maintained at ~1700, in spite of significantly reduced government funding