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Pre-K for Parents UM-produced company helps parents prep kids for kindergarten UM Professor Trent Atkins, shown here with his wife, Rachel, and 5-year-old son Abe, has launched a private company to promote reading skills for young children. By Alex Strickland Like most parents, Trent Atkins knows there’s always more he could be doing to prepare his kids for school. But unlike most parents, the professor in UM’s Phyllis J. Washington College of Education and Human Sciences set out to create tools so all parents could do something about that nagging feeling. Research shows that around the country some 40 percent of kids start kindergarten already behind in key benchmarks. It’s a gap that’s hard to make up and gets wider as time goes on. “If kids aren’t reading by the end of first grade, that’s a huge predictor of ongoing difficulty,” Atkins says. “What has me passionate is looking at the system and seeing we have left parents out. We’ve kind of given them a pass and said, ‘We’ll take care of that.’” While that sobering statistic about first-grade reading proficiency has created a national push for more early literacy efforts in institutional education systems, Atkins has worked to get parents involved in small but meaningful ways. He and a pair of graduate students, Craig Buscher and Daniel Zielaski, started Immersive Learning for Children, a private company offering simple guidance for parents on how to help get their young children thinking about the building blocks of reading before they walk into their first day of school. “These are little things parents can do like pointing things out when reading to their child or talking about them when driving down the road,” Atkins says. “And the younger a kid is the easier it is – just expose them to things like letter sounds. Parents could and should be doing this.” And the appeal likely won’t be limited to parents. School administrators faced with 40 percent of kids being unprepared to start formal schooling have to make immense personnel and fiscal commitments to bring those students up to speed. What would the implications be for resources if that number dropped to 20 percent? For Atkins, whose background is in special education – a section of the U.S. education system that he describes as historically reactionary by nature – having fewer kids who need to make up ground means more resources to be proactive in the classroom and help the kids who are at risk of falling behind their peers. But how to get that number down? Atkins believes parents are ready and Vision 2016 28 Using Digital Technology to Create Analog ExperiencesPDF Image | Carbon Vision 2016
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