The Moonshot Moment Goal is to have 90% of all students reading on
grade level by third grade.
We are working with community leaders to develop programs to support this goal, and together we can transform the next generation of Indian River County. We know that literacy is the gateway, and together we can be a model for the nation. Visit the Moonshot Moment Web Site!
Too many children from low-income families begin school already far behind. These children are less likely to be read or spoken to regularly, typically have littleaccess to books and consequently, these children may hear as many as 30 million fewer words than their middle-income peers before reaching kindergarten.
Just as there is an achievement gap in school performance, there is a school readiness gap that separates disadvantaged children from their more affluent peers. Many of these children don't have access to high-quality early care and prekindergarten programs and such interactions are critical for language development, an important precursor to literacy. As early as 18 months, low-income children begin to fall behind in vocabulary development and other skills critical for school success.
Children, even infants soak up words, rhymes, songs, and images. Vocabulary development is particularly important. A child’s health, and the timely recognition of developmental delays, is another critical aspect of school readiness. Parents play an enormous role in closing this gap, as do daycare providers, pediatricians, preschools programs, and the broader community.
By The Numbers
Percentage of low-income children have no children’s books at home.
A child’s vocabulary as early as age 3 can predict third grade reading achievement.
By age 2, poor children are already behind their peers in listening, counting, and other skills essential to literacy.
By age 5, a typical middle-class child recognizes 22 letters of the alphabet, compared to 9 for a child from a low-income family.
Poor children hear as many as 30 million fewer words than their more affluent peers.
Play to Learn, Learn to Play:
Play to Learn, Learn to Play, serves families with children from 0 to five years of age on the premise that parents are children's first teachers. Children and parents interact with one another to "play to learn." Parents learn the academic, social/emotional and motor skill targets for their children’s age. These sessions are engaging and demonstrate that expensive materials are not required to be a child's first and most important teacher - their parent.
As a result of identifying kindergarten readiness as a major obstacle to literacy by third grade, the KRC was formed in 2015. This county-wide effort works to ensure all children reach kindergarten healthy and ready to learn. The initiative is an all-volunteer effort comprised of 40 child care providers, nonprofit organizations, funders and community leaders and is facilitated by two part-time professionals.