Inspiring youth, inspiring youth
Reading levels are at an all time low. the lowest in 3 decades!
CoYOUnity is a program and digital publication, that consists of a series of educational challenges, that promote and enhance reading comprehension among youth in poor socioeconomic areas. Students play an integral part in the content and direction of CoYOUnity events and Magazine. They contribute to the investigative journalism, the reporting, photography, artwork, and event planning. Students then compete for purposefully limited prizes like toys, gift cards, electronics, gift cards, sports tickets, and more. We help drive a students intrinsic reward system, by highlighting their contributions and achievements, throughout participating schools. The peer to peer collaboration of work and influence, pushes students to desire to be better, in a way that adults never could.
We use digital influences to appeal to our students. We present information to them through channels that they are comfortable and acclimated with.
We are an elective and supplemental curriculum, that is designed to empower students to challenge their-selves , and to take charge of their portfolio and resume. We encourage students, and provide them with real world experience and information. Our content covers a broad range of topics and promotes self regulation, mental health awareness, and empathy.
We believe that reading comprehension, is the foundation for a long lasting and powerful relationship with the learning process itself. Learning important reading fundamentals, increases the likelihood of understanding other areas of study. Our process and deliverable is a fully engaging, interactive, and personalized resource of motivation, for increasing reading comprehension.
Reading comprehension is “the process of simultaneously extracting and constructing meaning through interaction and involvement with written language” (Snow, 2002, p. 11). In the development of students’ reading skills, many factors are involved (Bellibaş, 2016; Cheung et al., 2017; OECD, 2016a; Snow, 2002). This research has focused on student’s critical individual, family, and teacher factors which are related to their reading comprehension. A large body of studies have corroborated that students’ reading motivation is a key factor associated with their reading performance (e.g., Lepper, Corpus, & Iyengar, 2005; Logan, Medford, & Hughes, 2011; OECD, 2016a). Guthrie and Cox (2001) argued that motivating factors can affect reading frequency and engagement, which in turn influence comprehension. According to the self-determination theory, motivation can be categorized as autonomous and controlled motivation (Deci & Ryan, 2008). The two types of motivation lead to different outcomes, with autonomous motivation tending to yield more positive outcomes. Previous research in primary education found that students’ autonomous reading motivation is positively and significantly related to their reading comprehension (De Naeghel, Van Keer, Vansteenkiste, & Rosseel, 2012).
Source: Factors Associated with Reading Comprehension of Secondary School Students Educational Sciences Theory and Practice, by Lin Wu, Hilde Van Keer, Martin Valcke
We give students a take charge approach to their learning process.
We encourage and Influence the next generation to find new, innovative, modern, and practical solutions to our worlds problems.
We reward our youth for engaging in the learning process! By being proactive, instead of reactive, we can change the entire paradigm and social pattern of our society.
Productivity isn't born, it is created. Help us, help ourselves, TOGETHER!
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