Transcript The Link Between Literacy and Recidivism

BREAKING THE CYCLE
OF INMATE RECIDIVISM
August 1, 2013
Why Are We Here Today?
Literacy Statistics
• Over half of the inmates in America’s prisons cannot read
above a fourth-grade level.
• Inmates have a 35% less chance of returning to prison if
they receive literacy instruction.
Your Needs
• Individuals have past failures, which contribute to demotivation,
embarrassment, and negative attitudes toward education
• Different reading levels exist among inmates, which pose
difficulties in identifying skill deficits
• Getting instructors / tutors trained in methodology that is
effective, efficient, and practical
• Lack of time for one-on-one instruction, especially due to being
short-staffed
• Providing age-appropriate materials
Your Needs (cont.)
• Turnover rates; individuals in and out
• Lack of computers / technology; lack of internet access;
security restraints
• English Language Learners’ needs, including native
Spanish-speakers
• Loss of growth data / reporting when inmates are
transferred to a new facility
• Addressing the needs of students with learning disabilities
and special needs
What Is Reading Horizons?
• Explicit, systematic, sequential, multi-sensory literacy
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instruction
Proven methodology that is age-appropriate
Provides quick reading-level gains
Direct instruction materials and software provide
individualized instruction
Average student sees gains of two to three grade levels
after 60 hours of instruction (typically over a six-month
time frame)
Teacher training, teacher manuals, and interactive
software empowers teachers to effectively teach
struggling readers, including students with learning
disabilities, and English Language Learners.
History of Reading Horizons in
Corrections
• Used in over 20 state prison systems
• California Inmate Literacy Project
California Inmate Literacy Project
• Reading Horizons was selected by California State
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University from among 24 other bids for use in the
California Inmate Literacy Project.
Inmates enrolled in Reading Horizons included native
English speakers and ESL students testing at or below
the fourth-grade reading level upon entry.
The data available shows inmates made noticeable
progress in this program.
Tool: The WRAT (Wide Range Achievement Test)
Timeframe: Three-year longitudinal study
California Corrections
5
4.5
4
Institution #1
3.5
Institution #2
3
Grade 2.5
Levels
Institution #3
2
Institution #4
1.5
1
0.5
0
6 Month
Gains
California State University, Sacramento
3 Year
Average
Dr. Frances Tracy-Mumford
• “At first we used Reading Horizons as a tack on to
another program, but we all started getting such good
results that it became a staple for all of our correctional
programs. It really helps with a whole host of writing,
spelling, and reading problems – for both lower level and
higher level students.”
Q &A
For additional questions, call 1-800-333-0054.
Rob Openshaw
[email protected]