TEMPLE, Ariz. – Los niveles de destreza en lectura de los pequeños de Arizona que cursan preescolar, normalmente están debajo del promedio nacional. Pero el programa estatal "Read On Arizona" – Leer en Arizona – lucha por tener a todos los pequeños del estado que cursan el tercer grado leyendo con un nivel de destreza adecuado a su grado en una década.

Los expertos en educación afirman que si los alumnos de preescolar son incapaces de leer a un nivel apropiado para su edad, eso puede obstaculizar a largo plazo su éxito en el salón de clases.

El programa “Leer en Arizona” (Read On Arizona) busca asegurar que todo infante en las escuelas de Arizona lea en un nivel apropiado cuando termine el tercer grado.

La necesidad es grande: pruebas estandarizadas muestran que el 42 por ciento de los estudiantes de Arizona que entran a cuarto grado están muy por debajo del promedio nacional en los niveles básicos de lectura.

“Leer en Arizona” (Read On Arizona) está ahora en 25 comunidades y distritos escolares de todo el estado. Marie Raymond, coordinadora de educación en la ciudad de Temple, dice que los líderes de la ciudad han hecho un importante compromiso en este tema.

“Hay correlación directa entre la habilidad de lectura de un niño y su futuro éxito académico. Sabemos que las destrezas alfabéticas y lingüísticas tempranas son el escenario para los resultados de aprendizaje en la ruta educativa de un niño.”

De los casi 800 mil niños de Arizona menores de 9 años, casi la cuarta parte vive en pobreza y casi la mitad tiene dificultades para hablar y entender inglés. Raymond dice que “Read On Arizona”, que comenzó en 2012, tiene un plan estratégico de 10 años para dar “el programa adecuado en el momento indicado” a cada pequeño.

Raymond enfatiza que el tercer grado es un año crítico para los estudiantes en términos de habilidades de lectura.

“Al final del tercer grado pasas de aprender a leer a leer para aprender. Si un pequeño todavía batalla para a prender a leer, eso impacta significativamente su capacidad de aprender a avanzar en la escuela.”

Agrega que tener maestros de preescolar altamente calificados es otra parte crítica de construir esa base temprana de habilidades de lectura.

“Todos nuestros maestros de preescolar tienen licenciatura o más y están certificados en educación infantil temprana. Toda la investigación nos dijo que eso era uno de los mayores indicadores del éxito de los programas.”

Una coalición de educadores, familias, negocios, oficinas públicas, filantropía y comunidades, tienen un papel en el éxito de “Read On. Arizona”. Entre los socios que aportan fondos están Fundación de la Comunidad de Arizona (Arizona Community Foundation), el Departamento de Educación de Arizona (Arizona Department of Education), Primero lo Primero (Fist Things First), Inicio Delantero (Head Start), la Fundación Helios para la Educación (Helios Education Foundation) y la Fundación Benéfica Virginia G. Piper (Virginia G. Piper Charitable Trust).

Conozca la información sobre el programa en: readonarizona.org.


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Idaho has suspended enrollment in a child-care benefits program, and families are expected to feel the squeeze.

The Department of Health and Welfare has temporarily paused enrollment in the Idaho Child Care Program, which provides assistance to low-income families. The income requirement for families to qualify is expected to drop from 175% of the federal poverty level to 130% when the pause is lifted.

Lori Fascilla, executive director of Giraffe Laugh Early Learning Centers, which serve people of all income levels with help from the Idaho Child Care Program, said it could be in jeopardy now.

"We're talking at least 30 kids that now we're looking at our situation going, 'How are we going to support these families until the pause is over, and will they even qualify once it is?'" Fascilla explained.

Families in a few situations will still be able to enroll in the Idaho Child Care Program, including those experiencing homelessness, caring for a foster child or caring for a child with a disability. The Department of Health and Welfare said it paused enrollment because the program is projected to go over its budget.

Fascilla noted child care is a struggle across the state, with hundreds of centers closing since the start of the pandemic.

"Part of that is there are zero state investments in children five and under in Idaho," Fascilla contended. "We're one of only three states that is still holding out on investing in early childhood or preschool programs, or anything like that."

Fascilla argued child care is crucial for ensuring parents can work and children are ready for school when they start kindergarten.


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Nearly 60% of Nebraska three- and four-year-olds are not enrolled in preschool programs, which are associated with increased success in school and beyond.

But for at least a decade, most preschoolers on Nebraska's Winnebago Reservation have been part of the national Educare Learning Network.

Amy LaPointe-Houghton, education director for the Winnebago Tribe of Nebraska, said the Educare program was once described to her as "Head Start on steroids." She noted in their years with the Educare system, Winnebago children have gone from testing near the bottom to being "right in line" with children in the 24 other Educare centers across the country.

"We've made that huge leap and it's all around the data," LaPointe-Houghton explained. "We have our data compiled in a book every year, and things that are identified in that book, that's something we make improvements on."

She noted evaluators from the University of Nebraska Medical Center assess the children at the beginning and end of each school year. Educare Winnebago is the only Educare program in the country on an Indian reservation.

LaPointe-Houghton attributed their success to Educare's four pillars: data utilization, professional development, high-quality teaching and intensive family engagement. She pointed out one focus of their program is a social-emotional curriculum, teaching skills like identifying and expressing emotions in acceptable ways.

"To be able to better handle situations when they're encountering some kind of traumatic event, or a stressful event," LaPointe-Houghton added. "They have some tools to be able to help themselves."

LaPointe-Houghton emphasized research about the negative effects of stress and trauma on physical health makes them hopeful if their children learn how to manage stress, they will have better overall health, as well as more success in school.

"We have high numbers of diabetes, blood pressure, heart disease," LaPointe-Houghton observed. "It makes me think it could be contributed because of all the traumatic things that happen in people's lives and you don't even realize that it's doing damage to your body."

To enroll in Educare Winnebago, children must live in Winnebago but do not have to be tribal members. The program has eligibility requirements to ensure they're serving the children with the highest needs.


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Oregon is poised to distribute funds for early childhood learning and literacy. In 2023, lawmakers passed the Early Literacy Success Initiative, in part because only about half of the state's students were proficient in reading through third grade. School districts have since applied for grants with the Oregon Department of Education and funds are expected soon.

Marina Merrill, director of research and strategy with the Children's Institute, said the investments are exciting because brains develop faster in a person's first eight years of life than at any other point.

"Those years are just so critical, especially that 90% of a child's brain is developed by the age of five. Yet most of ur investments in young children start at age five," she said.

Grant applications from more than 200 districts and charter schools have focused on building capacity for early literacy through professional development and coaching. The Children's Institute is holding a webinar tomorrow about the state's investments and evidence-based early learning practices.

Herb Turner, founder of ANALYTICA, will participate in the Children's Institute webinar. He said evidence-based practices are ones that have been studied and shown to improve students' outcomes, meaning they can be used with confidence in the classroom.

"Oregon deserves a lot of credit for taking this on and for creating this emphasis on evidence-based practices and strategies, and getting behind evidence-based reading initiatives," he explained.

Cesiah Vega-Lopez, a pre-k teacher at the bilingual school Echo Shaw Elementary in Cornelius, outside Hillsboro, said she's used different practices to teach literacy, such as highlighting each letter of the alphabet with an animal that starts with that letter, and added that this is a critical time for kids.

"For them to be able to have this knowledge early on really helps support their learning as they move on through their trajectory of school, especially as they move on to kindergarten. So I think the focus on them learning or being aware of language is very important in their overall development," Vega-Lopez explained.