In fact, 43 % of those with
lowest literacy skills live in poverty» (U.S. Department of Education, 1999, p. 13).
Not exact matches
While such
lower - level digital
skills are critical to eventually gaining what we as a nation mean when we say «digital
literacy,» those aren't the
skills critical to
life in the new century.
For example, one study on the impact of program - family partnerships for Early Head Start showed program families were more likely to support their children's development and
literacy skills than families not in the program.Mathematica Policy Research, Inc., and Center for Children and Families at Teachers College, Columbia University, Building Their Futures: How Early Head Start Programs Are Enhancing the
Lives of Infants and Toddlers in
Low - Income Families, 2001.
PCHP, an evidence - based early
literacy, parenting, and school readiness model, is committed to closing the achievement gap by providing
low - income families the
skills and materials they need to prepare their children for school and
life success.
There's a total expenditure of $ 29.5 million starting in 2018 for Digital
Literacy Exchange programs that teach basic digital
skills, including internet safety to
low - income Canadians, seniors and those
living in northern and rural communities.
Aboriginal job seekers, on the whole, are further from the world of work, more likely to
live in jobless households, have
lower basic
skills (including
literacy / numeracy) and are less likely to be prepared for sustainable work.
For example, one study on the impact of program - family partnerships for Early Head Start showed program families were more likely to support their children's development and
literacy skills than families not in the program.Mathematica Policy Research, Inc., and Center for Children and Families at Teachers College, Columbia University, Building Their Futures: How Early Head Start Programs Are Enhancing the
Lives of Infants and Toddlers in
Low - Income Families, 2001.
For example, compared to older mothers, teen mothers display
lower levels of verbal stimulation and involvement, higher levels of intrusiveness, and maternal speech that is less varied and complex.47, 48 Mothers with fewer years of education read to their children less frequently25, 49 and demonstrate less sophisticated language and
literacy skills themselves, 50 which affects the quantity and quality of their verbal interactions with their children.2 Parental education, in turn, relates to household income: poverty and persistent poverty are strongly associated with less stimulating home environments, 51 and parents
living in poverty have children who are at risk for cognitive, academic, and social - emotional difficulties.52, 53 Finally, Hispanic and African American mothers are, on average, less likely to read to their children than White, non-Hispanic mothers; 54 and Spanish - speaking Hispanic families have fewer children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social - demographic risks.