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Read Across America Celebrates Dr. Seuss’s Birthday, Inspires Kids to Read

Posted on March 1, 2011

Since 1998, the National Education Association celebrated Read Across America every March 2. The date was chosen in honor of Dr. Seuss’s birthday in the hopes of inspiring children to read 365 days a year. The goal of Read Across America is to motivate children to read in order to improve student achievement and create lifelong successful readers.

Promoting reading during early childhood is linked to success in a wide variety of areas once children begin school. Nobel Prize winner Dr. James Heckman, who the Schubert Center hosted in March 2010, has found that the development of early childhood skills, such as literacy skills, will impact a child’s success throughout life.

The Read Across America website gives a variety of activities for schools and parents to do with kids to celebrate Dr. Seuss’s birthday and encourage reading, including bringing in guest readings, a list of good books to read with kids and making Cat in the Hat hats.

To read more about National Reading Day and find resources for educators and parents, click here.

To learn more about what you can do at home to improve your child’s literacy, click here and here.

To read more about Dr. Heckman’s work on the importance of investment in early childhood, click here.

If you are interested in learning more about child development related to reading, two Schubert Center faculty associates conduct research on reading a child development:

Dr. Lee Thompson

  • Dr. Thompson is currently conducting two research studies on development of twins. One explores on early environmental influences on reading skills in twins, while the other studies math skills in twins and their parents.

Dr. Barbara Lewis

  • Dr. Lewis studies a variety of genetic, medical, and neurological conditions that impact speech and language development. She is currently heading the Family Speech and Reading Study. The FSRS has followed 275 families with early childhood speech sound disorders (SSD) and found that children with SSDs are more likely to encounter challenges with reading writing and spelling later in life.
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