Can Reading Adventure Packs (RAPS) Complement and Enrich the Literacy Program in Your Classroom?

Abstract

Children’s personal experience, confidence and success (or otherwise) with books and reading, particularly at the initial stages, is directly related to their attitude towards reading (Wang, 2000). Many of these attitudes are developed prior to school commencement and often are closely linked to early literacy experiences in the home. Economic conditions of the household may determine children’s exposure and access to quality reading materials in the home. Some low-income families find it extremely difficult to resource their children’s early literacy needs. While it appears that most families are aware of the importance of the home literacy environment and the need for reading resources, too many are without books or lack an adult who is willing to read to children. With the realisation that family members can contribute positively to early literacy development, there has been a plethora of programs and initiatives in recent years designed to support and encourage family participation in children’s literacy education. Surprisingly, most current programs assume (often incorrectly) that parents/carers have sufficient available finances to resource the literacy needs of their children.