Programs for Parents

Ongoing Programs

Every Child Ready to Read : Early Literacy Workshop for Parents
Every Child Ready to Read is a research-based program for parents developed by the Public Library Association of the American Library Association and designed to teach parents and caregivers how to support the early literacy development of their children.  Parents will learn about the five simple but powerful practices that they can use to help young children get ready to read.

The Chester County Library offers the Every Child Ready to Read workshop three times per year – Fall, Winter, and Spring.  Registration is required.

1000 Books Before Kindergarten
The goal is to read 1000 Books Before Kindergarten.  It might sound hard, but it's not, if you really think about it.  Read a book (any book) to your newborn, infant, toddler, and/or preschooler.  If you read just one book a day, you will have read 365 books in a year.  That is 730 books in two years; 1095 in three years.  Most children start kindergarten around 5 years of age, so you have more time than you think.  Just think of the number of books you can read together when you read more than one book a day!

Research* has shown that children who listen to stories and look at printed materials will be more accomplished readers.  While listening to stories they will learn how letters and words sound, develop narrative skills, and grow their vocabularies, as well as having a wide variety of experiences - fun and educational!  Reading together helps your child to develop important pre-reading skills that provide a solid foundation for learning to read - a key to learning and school success.  Plus - sharing stories is FUN!

Join today at the Children's Desk to recieve your first readng record.  Then bring it back to the library when you have read your first 100 books.  You will be on your way to reading 1000 Books Before Kindergarten!

*To Read or Not to Read: A Meta-analysis of Print Exposure from Infancy to Early Adulthood. Suzanne E. Mol and Adriana G. Bus. Psychological Bulletin (Volume 137(2)), March, 2011, pages 267-296.