DOLLAR GENERAL LITERACY FOUNDATION

SUMMER READING
GRANT
PROPOSAL OVERVIEW
Much like food, a low-income student’s access to books can also
disappear during the summer months. While 77% of higher-income
fourth-grade students achieve basic level reading proficiency, only 46% of
those eligible for free and reduced-priced breakfast and lunch achieve
that same level (Allington et al., 2010). Many low-income students in
elementary and middle school return to school facing a larger
achievement gap, as their higher-income peers improve skills through the
summer (Waldfogel, 2012). Research by Allington et al. (2010) found that
access to self-selected books for summer reading proved to limit the
summer setback seen in low-income students.

ORGANIZATION
Action Ministries Inc. is a nonprofit that provides an extensive network of
community partners and volunteers with the tools and expertise to lead fellow
Georgians out of poverty. By meeting basic needs of hunger relief, housing and
education, Action Ministries removes barriers that prevent thousands of Georgians
from breaking the cycle of poverty and realizing their potential. 
 
Nearly 1 million children in Georgia schools are eligible to receive free or reduced-
price breakfast and lunch. These crucial meals disappear in the summer and school
breaks. Through their Smart Lunch, Smart Kid program, Action Ministries fills this
void through the dedication of thousands of volunteers and donors by bringing the
food to the child in their neighborhoods. 18 communities are currently served by the
Smart Lunch, Smart Kid program.

PROJECT PURPOSE & OUTCOME

The Peachtree Village Mobile Home Park is just one of the communities served by
Action Ministries’ Smart Lunch, Smart Kid program. A community of families, most of
Hispanic descent, maintains an average of 75 children in residence. Just as access to
regular meals becomes questionable during the school breaks, so does access to books.
This project aims to provide 3 books to each child in the community to support their
literacy needs and increase their achievement during the summer months. 
 
Since the families of Peachtree Village Mobile Home Park have varying levels of English
proficiency, access to both English and Spanish reading material is a vital component of
this program. As Cummins (1979) proposes, second language competence is partially a
function of first language competence. Literacy development for these children should
be supported by providing a selection of books in both English and Spanish.

TIMELINE & BUDGET

January 2019 – Submit proposal to Dollar General Literacy Foundation
March 2019 – Secure English/Spanish book order forms, draft and translate letter to parents.
April 2019 – Disperse order forms to families
May 2019 – Order books
June 2019 – Disperse books to children
August 2019 – Project evaluation

$1000.00 requested to cover the costs of approximating 3 books for each of the 75 children.

EVALUATION
While this project is not a part of a research project or study, asking
parents to indicate their child’s current reading level when they submit
their order, and then following up with an update in the Fall, could
substantiate the program’s success. As this data might be difficult to
collect, feedback from families within the community, Action Ministries,
and the schools could provide additional support for the success of this
program to determine if continuing annually would be a benefit to all.

DOLLAR GENERAL LITERACY FOUNDATION

These grants support the creation or expansion of summer reading programs.
Local nonprofit organizations and libraries are encouraged to apply if their programs
meet the following criteria:

- Target Pre-K – 12th grade students who are new readers

- Target below grade level readers
- Assist readers with learning disabilities

Applications for 2019 grant proposals will be available in January.

GRANT WRITTEN BY: GINA MASSON

HTTPS://WWW.DGLITERACY.ORG/GRANT-PROGRAMS/#SUMMER-READING

REFERENCES

ALLINGTON, R., MCGILL-FRANZEN, A., CAMILLI, G., WILLIAMS, L., GRAFF, J., ZEIG, J.,… NOWAK,
R. (2010). ADDRESSING SUMMER READING SETBACK AMONG ECONOMICALLY DISADVANTAGED
ELEMENTARY STUDENTS. READING PSYCHOLOGY, 31(5), 411-427, DOI: 10.1080/02702711.2010.505165
 
CUMMINS, J. (1979). LINGUISTIC INTERDEPENDENCE AND THE EDUCATIONAL DEVELOPMENT OF
BILINGUAL CHILDREN. REVIEW OF EDUCATIONAL RESEARCH, 49(2), 222-251.

WALDFOGEL, J. (2012). THE ROLE OF OUT-OF-SCHOOL FACTORS IN THE LITERACY PROBLEM. THE

FUTURE OF CHILDREN, 22(2), 39-54.