(Gatrell & Cairone, 2014) Provide Storybooks for the Home Storybook reading is a key component of a literate home environment, proven to be the best way to develop early literacy skills (Neuman & Roskos, 1993; Teale, 1986). The reading of storybooks in the home has proven to be a natural way to encourage the development of literacy skills in children (Gillet, Temple & Crawford, 2004; Teale, 1983; Sulzby, 1985). Children develop literacy skills best through interactions with adults making the home environment an essential aspect in the adequate development of a literacy skills (Gillet, et al., young child’s 2004; IRA, 1994; National Institute for Literacy, 2003; Sulzby, 1985; Sulzby & Teale, 1987; Teale, 1983; Vygotsky, 1978). Many foster children do not have storybooks available to read at home as they often lose every possession they have when they enter care. If drugs like methamphetamines were being produced in their home, all of their belongings are destroyed. That is a huge loss. As such, the lack of any reading resources available in the home can have a negative impact on the child’s literacy development as well as attitude toward reading. Providing storybooks to families has a positive impact on the home literacy environment with the impact increasing over time (Thomason, 2008). This positive impact includes an increase in literacy skills as well as the attitude toward reading (LaCour, McDonald, child’s Tissington, & Thomason, 2013). In a recent study which provided needy families with storybooks to use at home, researchers found that families expressed great gratitude for receiving the storybooks, often stating that there was a previous lack of resources available in the home for daily storybook reading time (LaCour, et al., 2013). By providing storybooks to these families, the following was observed: 1) the interest in reading improved, 2) attitude toward student’s
(Gatrell & Cairone, 2014) Provide Storybooks for the Home Storybook reading is a key component of a literate home environment, proven to be the best way to develop early literacy skills (Neuman & Roskos, 1993; Teale, 1986). The reading of storybooks in the home has proven to be a natural way to encourage the development of literacy skills in children (Gillet, Temple & Crawford, 2004; Teale, 1983; Sulzby, 1985). Children develop literacy skills best through interactions with adults making the home environment an essential aspect in the adequate development of a young child’s literacy skills (Gillet, et al., 2004; IRA, 1994; National Institute for Literacy, 2003; Sulzby, 1985; Sulzby & Teale, 1987; Teale, 1983; Vygotsky, 1978). Many foster children do not have storybooks available to read at home as they often lose every possession they have when they enter care. If drugs like methamphetamines were being produced in their home, all of their belongings are destroyed. That is a huge loss. As such, the lack of any reading resources available in the home can have a negative impact on the child’s literacy development as well as attitude toward reading. Providing storybooks to families has a positive impact on the home literacy environment with the impact increasing over time (Thomason, 2008). This positive impact includes an increase in literacy skills as well as the child’s attitude toward reading (LaCour, McDonald, Tissington, & Thomason, 2013). In a recent study which provided needy families with storybooks to use at home, researchers found that families expressed great gratitude for receiving the storybooks, often stating that there was a previous lack of resources available in the home for daily storybook reading time (LaCour, et al., 2013). By providing storybooks to these families, the following was observed: 1) the student’s interest in reading improved, 2) attitude toward