This book is written for anyone who influences the lives of children ages 0–8, whether directly or indirectly. It is especially relevant for:

Family Members: Parents, grandparents, siblings, and extended family who nurture and support young children.

Youth & Community Organizations: Leaders and volunteers in programs such as Boys & Girls Clubs, YMCA, and local nonprofits.

Faith-Based Organizations: Clergy, children's ministry leaders, and faith community members who provide spiritual and emotional guidance.

Legislators & Policymakers: Individuals shaping laws and policies that impact early childhood education, health, and welfare.

School Personnel: Teachers, administrators, counselors, and support staff in early childhood education settings.

Higher Education Faculty: Professors and researchers preparing the next generation of educators and caregivers.

Caregivers: Childcare providers, nannies, and early learning professionals working in homes, centers, and preschools.

Medical Personnel: Pediatricians, nurses, therapists, and other healthcare professionals who support children's physical and mental development.

The book is not a traditional book where chapters are read in order. Rather it is a reading reference book where readers may skip around from chapter to chapter deepening on the need and topic.

Unlike many texts that address reading development in isolated contexts, this book offers a comprehensive and research-informed perspective by consolidating relevant studies and insights into one accessible resource. It highlights the nuanced progression of reading skills across multiple environments, home, school, and the broader community, allowing readers to see how literacy unfolds over time. By bridging theory and practice, the book empowers educators, caregivers, and stakeholders to understand their direct and indirect roles in nurturing proficient readers from early childhood onward.

This book was written to illuminate the depth and scope of the reading crisis in the United States, grounded in research and real-world disparities. It aims to equip those within a child’s ecosystem—families, educators, communities—with practical strategies to support early reading development. By exploring the historical and systemic factors contributing to current reading outcomes, the book underscores the societal and democratic consequences of failing to build proficient readers, while emphasizing the complexity and collective responsibility involved in cultivating literacy.

After reading this book, readers will understand that the brain is not naturally wired to read, it must be rewired to read. They will walk away with a powerful realization: reading readiness begins not at age five, but at conception. With 90% of brain development occurring before age five, every experience in those early years builds a child’s cognitive 'resume' one that determines whether reading will be a struggle or not by the time they enter kindergarten.

Each chapter in this book could stand alone as its own volume—because reading development is not a single-threaded process. I included every chapter to help readers grasp the full complexity of reading and to highlight how every element within a child’s ecosystem plays a vital role in shaping proficient readers.

From birth to age five, factors such as nutrition, physical and mental health, language exposure, home literacy practices, stress levels, access to quality preschool, school attendance, and summer learning experiences all contribute to foundational reading skills. Beyond early childhood, elements like family socioeconomic status, home stability, neighborhood environments, interactions with the criminal justice system, school quality, curriculum and assessment, and youth programming (before, after, and during summer) continue to shape a child’s reading journey.

Historical context is also essential. Understanding how we arrived at this point in the reading crisis helps illuminate the systemic challenges we face and the urgency of comprehensive solutions.

If I had only included a chapter on the science of reading, readers might mistakenly believe that’s all it takes. But we know better. Building proficient readers requires a broad, integrated approach—one that honors the full picture.

Reading and writing about reading proved to be particularly challenging, as literacy has long been a persistent issue for certain groups of children in the United States. Distressingly, even now, we continue to grapple with significant reading disparities. Chapters eight and nine of the text were especially impactful and emotionally resonant.

Chapter Eight, which focuses on culturally relevant teaching, delves into complex and deeply rooted issues such as stereotypes, implicit and explicit biases, book banning, and the whitewashing of history. Writing about these topics was emotionally taxing, as it is disheartening to witness the recurrence of challenges that have plagued our educational system for decades. The current climate, where historical truths are censored, educators are restricted in their teaching, and children's access to diverse literature is curtailed, is deeply troubling. These practices do not foster unity; rather, they contribute to division and misunderstanding.

Chapter Nine, which addresses segregated experiences, was equally difficult to process. It highlights the ongoing inequities faced by specific student subgroups, including limited access to advanced coursework and the prevalence of underfunded, poorly resourced schools. The disparities in educational experiences are stark and unacceptable. The chapter paints a vivid picture of the unequal opportunities afforded to students; some receive enriching, well-supported instruction, while others are denied even the basics of a quality education.

Together, these chapters underscore the urgent need for systemic change. They serve as a sobering reminder that equity in education remains an elusive goal, and that our collective efforts must continue to challenge and dismantle the structures that perpetuate these injustices.

The chapters I found most fulfilling to write; Chapter Three (Brain Development), Chapter Four (Language Development), Chapter Five (Preschool), and Chapter Seven (The Science of Reading). They represent the heart of my mission: to empower families, educators, and communities with knowledge that can transform children's futures. These chapters are rooted in hope, grounded in research, and driven by a deep commitment to equity and opportunity.

Developing proficient readers begins before birth, with critical sensitive periods occurring before age three. These early years are a window of immense potential, where nurturing language, rich experiences, and exposure to books can lay the foundation for lifelong learning. These strategies are accessible to all, they cost nothing, yet their absence can cost everything. My vision is that families, armed with this knowledge, will feel empowered to give their children a meaningful head start.

The Preschool chapter serves as a roadmap for quality early education. It guides families in understanding what foundational skills matter most and how to identify programs that truly prepare children for reading success. With states like New Jersey offering free preschool to many children, the opportunity is growing, but so must our focus on quality. Research is unequivocal: high-quality preschool is a key lever in changing the reading narrative in our country.

Chapter Seven, on the Science of Reading, is especially close to my heart. It synthesizes decades of interdisciplinary research to illuminate what works in reading instruction. It offers clarity, direction, and the greatest hope for ensuring all children become proficient readers. I was encouraged to discover that the science of reading is gaining traction; embraced by curriculum developers, teacher preparation programs, and supported by legislation in many states. This momentum is promising, but our journey is far from over.

Together, these chapters reflect a vision of early childhood education as a powerful, research-informed pathway to literacy and equity. They are a call to action for families, educators, and policymakers to invest in what matters most: the minds and futures of our youngest learners.

In the US only about 30% or our 4th graders are proficient readers and for African American students, the percentage is roughly 17%. 

It Takes a Village to Raise a Reader is about the systems like health, housing, education, workforce, and justice systems that surround a child that will either promote or hinder reading proficiency by third grade when children are transitioning from learning to read reading to learn. It is very difficult to learn when 80% of the core subject areas require some level of proficiency. If children struggle beyond third grade, it will be very difficult for them academically as they move up in grades, not impossible but hard. 

It Takes a Village to Raise a Reader challenges readers to reimagine how reading is developed and who’s responsible for it as it explores three critical stages:

Early childhood (0-5). These are critical years for brain development and will lay the foundation for all future learning especially reading. 

• Brains were not wired to read – it must be rewired to read but it needs but it needs environmental input from significant adults. For example, singing, reading, back and forth communication, and reducing toxic stress helps to build a child’s brain.

• Experiences from 0-5 build a child’s resume and that resume will determine whether reading will be a struggle or not when they enter kindergarten. 

Elementary School (K-3) – These are the years to follow the science of reading to build proficient readers.

Out-of-School Influences – Calling on community organizations, faith groups, and advocates to support and prioritize literacy beyond the classroom.

Blending historical context, personal insight, and practical solutions, this book serves as a reference for anyone invested in dismantling barriers to reading success and reimagining collective responsibility for literacy development.

Today, 65% of fourth-grade children in the United States are struggling to read proficiently. This is not just an educational crisis, it’s a moral and societal one. Reading is a fundamental right that should be afforded to every child, yet for far too long, it has been denied or withheld from many, particularly those in marginalized communities.

The consequences of this failure are profound. Children who do not learn to read well often become disengaged from school, increasing their risk of dropping out. This disengagement can lead to a cascade of negative outcomes, including involvement with drugs and alcohol, entanglement with the criminal justice system, or reliance on public assistance; perpetuating cycles of generational poverty.

The preschool-to-prison pipeline is not a metaphor; it is a reality. And it is incompatible with the values of equity, opportunity, and democracy. If we are serious about securing the future of our country, we must be serious about ensuring that every child learns to read. Literacy is not just a skill, it is a gateway to lifelong learning, civic participation, and economic mobility. Purchasing the book will arm readers with tools to advocate for children who can’t advocate for themselves.

After completing my dissertation in 2020, I found myself overwhelmed with a wealth of valuable information, insights that were not only academically significant but emotionally stirring. Some of it made me angry, some of it inspired me, and all of it felt too important to keep locked away in my mind. I needed a way to release and organize these thoughts so they could be accessed, shared, and used meaningfully.

A friend introduced me to a technique called brain dumping, a process where you write or type whatever comes to mind, simply to clear your head. I gave it a try, and the result was over 75 pages of raw, unfiltered notes. I began organizing these notes into sections for easier retrieval, adding research and expanding on areas that felt underdeveloped. I gave each section a name, not realizing I was laying the groundwork for something much bigger.

When I shared my process with a group of colleagues, one of them immediately asked, “What’s the title of your book?” I laughed and replied, “This isn’t a book, I’m just organizing my thoughts.” But the question kept coming: “What’s the title of your book?” That persistent curiosity made me reconsider what I had created.

As I revisited my notes with the idea of a book in mind, I realized I was sitting on something powerful. Still, I worried about presenting it because I didn’t want it to feel dry or overly academic. Research, while important, isn’t always engaging to read. So, I began weaving in personal and professional commentary to bring the material to life, to add clarity, context, and a human touch.

Excited by the possibilities, I took it a step further. I gathered a diverse group of educators from across the county, urban and suburban districts, teachers, supervisors, and administrators from various cultural backgrounds, to discuss the themes I had explored. The conversations were so rich and thought-provoking that I decided to include them in the manuscript.

After months of organizing, revising, and reflecting, I looked at what I had created and realized: I had written a book. What began as a brain dump had evolved into a cohesive, compelling narrative. I read it from cover to cover, and at that moment, It Takes a Village to Raise a Reader was born. I knew then that this wasn’t just my book, it was a book for everyone.

This book is deeply rooted in rigorous academic research, originating from my doctoral dissertation on the phenomenon of reading fadeout. My intent in writing this work was not only to share findings but to underscore that reading development is a well-researched and complex topic. Every assertion made in this book is supported by years of empirical study, scholarly analysis, and evidence-based practice.

I want readers to understand that the information presented here is not anecdotal or speculative, it is the result of extensive investigation and reflection within the field of early literacy. My hope is that this book serves as both a resource and a catalyst: a resource for those seeking to understand the nuances of reading development, and a catalyst for further inquiry and action.

Ultimately, I invite readers to use this book to challenge prevailing narratives, inform policy and practice, and contribute to a more equitable and effective approach to literacy instruction.

With over 35 years of experience in education, spanning nearly every role imaginable, I’ve witnessed firsthand the profound impact that reading proficiency (or the lack thereof) has on a child’s academic journey and life trajectory. I’ve lived through the ongoing “war on reading,” navigating the ever-shifting landscape of instructional methods, mandates, legislation, and programs that often fail to serve the majority of our children. These efforts, frequently imposed by external forces without educator input, have rarely delivered the promised miracles.

But my perspective is not just professional, it’s deeply personal. I know what it feels like to struggle with reading. It took time for me to become a proficient reader, and that experience shaped my understanding of the challenges many children face. I’ve stood on both sides of this battle: as a student and as an educator. And I can say with certainty, it’s not pretty.

As an educated woman of color, I bring a voice that is too often missing from conversations about reading instruction. Our communities, especially Black and Brown children, are disproportionately affected by reading failure, yet our voices are seldom heard, and our needs are frequently unmet. Many of us have been alienated or even traumatized by a school system that doesn’t reflect or respect our lived experiences. And when terms like “science,” “reading,” and “the brain” are used together, they can feel intimidating or inaccessible.

That’s why I believe I am uniquely positioned to deliver this message. I bring clarity, empathy, and knowledge to the topic. My background allows me to connect with readers in a way that is both understandable and empowering. I have the experience, the knowledge, the passion, the research, and the skill set to speak truthfully and effectively about what it takes to build proficient readers.

It’s time for educators, especially those who reflect the communities most impacted, to lead the conversation about what’s best for our children. And I’m ready to do just that.