Reading
Jailed Mothers Read to Kids

Iowa members help mothers in prison bond with their children through books.

Project Storybook promotes literacy in students whose mothers are in jail.

Even though prison moms in Iowa don't get to cuddle with their children before bedtime, they do get to read them bedtime stories, thanks in part to members of the West Des Moines Education Association.

Last fall, the Association joined hands with "Project Storybook," an outreach program for the Iowa Correctional Institution for Women run by Lutheran Social Services. Mothers choose new books, record themselves reading on tape, then mail both to their children at home. Nearly 130 inmates, who must belong to a mother's support group to participate, send packages each month.

"As a mom and teacher, the project just called out to me," says Association liaison Marilyn Clauss, a second grade teacher at Westridge Elementary School. "Hearing mom's voice on tape makes kids feel secure and provides them emotional support. If we can help strengthen that critical bond between mother and child and promote literacy at the same time, it's an educator's dream come true."

The program has done wonders for more than 1,700 inmates and their children since 1998, says Joyce Binder, prison ministries coordinator for Lutheran Social Services. The children love getting tapes in the mail, and their school reading scores have improved because the tapes have motivated them to read. The books and tapes also provide mothers a way to "break the ice" when the children come to visit.

The impact at the community level is truly touching, adds Clauss. In just a few months, Association members collected 270 new and gently used children's books, 226 tapes, cash, and mailing envelopes--enough to sustain the project for three months.

"After articles appeared in the local newspaper, parents and community members showed up at our schools with handfuls of books and tears in their eyes," says Clauss. "A mother of twins donated 26 books, saying her kids couldn't even imagine not having her there to read."

The story also touched Anne McNew, a teacher more than 200 miles away. "When I read about WDMEA's efforts, I knew what I wanted to do," says the primary reading specialist at Crestwood Elementary School. In June, McNew will retire after 29 years of teaching first grade and reading. But before she does, she'll donate more than 2,000 of her classroom books to Project Storybook on behalf of the Association.

--Dina S. G?mez

For More: WDMEA is still accepting books and tapes. Contact Marilyn Clauss at 515/226-2694 or via E-mail at Claussm@home.wdm.k12.ia.us.

How To ...
Link Reading and the Visual Arts

There are natural links between reading a book and "reading" a painting or sculpture, says Barbara Kapinus of NEA's Teaching and Learn-ing unit. Help students make the connection with questions based on the National Assessment of Educational Progress in Reading:

• General understanding. In both reading and art, a starting point is often to ask students what a book or story, painting or sculpture is about. What's the main idea? What point or effect does it make? Point out that details "add up to" an idea in art as well as in reading.

• Developing interpretation. Students make inferences about what's happening in a story as they read. Likewise, when looking at art, students can make inferences about what they think the artist is trying to communicate or express. Discuss their various points of view as a class.

• Reader-text connections. Students connect text with what they already know from experience. Ask students how they relate to a piece of artwork or writing--what they already know helps them understand it. How do their experiences resemble or differ from what the artist or writer is expressing?

• Critical stance. Have students respond to a story or art by thinking about what went into creating it. Talk about techniques such as word choice in writing or brush stroke and color choice in painting. Ask what mood they think the work suggests. Why did the artist or writer include or omit certain details?

  Think aloud as you respond to a piece of art or writing. Then, encourage students to practice this technique themselves. When students learn to respond to text and art, they'll likely come away with a greater understanding and appreciation of both.