RESEARCH-BASED PROGRAM
We’re closing the literacy gap, supporting family engagement, and
strengthening parent-child bonds.
Studies show that Dual Language Learners (DLLs) who are proficient in English before entering kindergarten keep pace with their native English-speaking counterparts in reading and math - both initially and over time. This means that if we can close the literacy gap for preschool DLLs prior to entry into kindergarten, that gap stays closed. With approximately 40% of students in the U.S. speaking a language other than English at home by 2030, closing the literacy gap for preschool DLLs is crucial - for the children, their families, and their community.
Book Bounce is a research-based program. We incorporate best practices from a wide variety of sources, with the goal of accelerating preschool DLLs' English language acquisition.
One study we find particularly compelling is entitled, "Shared Book Reading in Preschool Supports Bilingual Children's Second Language Learning: A Cluster-Randomized Trial." Published in 2020, it yielded impressive results. The study was conducted by the University of Oslo, the University of Gothenburg, and Harvard Graduate School of Education. Approximately 464 dual language learners ages 3-5 in 123 early childhood classrooms in Norway participated. The children spoke a variety of languages at home and were acquiring Norwegian as a second language at school. As a result of four units (which translates into four months) of the themed, shared book reading intervention at home and school, the children receiving the intervention gained an additional 3 months in second language skills over the children who did not receive the intervention.
These results are striking, particularly when you consider that a typical school year curriculum could easily incorporate additional themed book units, and that children usually attend preschool for several years. With Book Bounce's commitment to incorporating the key components of this study into its program, we aim to make the most of our DLLs' preschool years to close the literacy gap.
Who we serve
Book Bounce serves Dual Language Learners, their families, and their schools.
40% of U.S. students will be Dual Language Learners by 2030.
Impact on students
Our goal: to improve student outcomes through strong family-school partnerships and meaningful opportunities with shared book reading.
Teachers and families see positive changes in students' school readiness, engagement, and confidence. Once the gap is closed, it is closed forever!
Impact on families
Book Bounce works to support:
- Non-English speaking families be more engaged with their child’s school.
- Families sharing and discussing books.
- Parent-child conversations around traditions, culture, family stories, and memories.
Continuing Research
Reaching English proficiency prior to kindergarten has been shown to eliminate reading and math achievement gaps between DLLs and their native English-speaking peers.
Book Bounce is driven by its mission to close the literacy gap for preschool DLLs using proven, effective teaching methods and materials. As experienced educators, we have seen DLLs make significant strides in their English language acquisition, yet still remain far behind their native English-speaking peers. The consequences can be heartbreaking, with many of these students struggling to read and write on grade level, falling further and further behind as they advance in their academic careers. They are at higher risk of dropping out of high school and not attending college. It’s a waste - of human potential, and of the contributions these children could have made had the literacy gap been closed early. Book Bounce works every day to accelerate preschoolers’ English language acquisition, to enable them to reach their full potential.
If you’re a researcher who wants to collaborate, we want to hear from you. If your organization funds research to improve the quality of English language programs for young DLLs, reach out. We want your help. This is a problem that can be solved - but it’s going to take all of us.