Running head: FEASIBILITY OF LITERACY EDUTAINMENT IN DAYTON: REDHAWKS FOR THE

ARTS

Feasibility of Literacy Edutainment in Dayton: Redhawk for the Arts (RftA)

Barry Wilson, Evan Doran, John Meade, Gabe Skidmore, Connor DOuville

Miami University

Introduction
FEASIBILITY OF LITERACY EDUTAINMENT IN DAYTON: REDHAWKS FOR THE ARTS
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Redhawk Innovations is an Oxford, Ohio based organization focused on providing

valuable data and opportunities to the community.

Its latest initiative, Redhawks for the Arts (RftA), is a non-profit organization focused on
providing literacy lessons to school-aged children in the Dayton, Ohio area. Members of
Redhawk Innovations come from a variety of backgrounds, and were brought up with different
tools for learning literacy.

Though the parent organization is based in Oxford, Ohio, many students have access to
transportation, and Dayton, Ohio is only a one-hour drive from Miami Universitys campus.
Volunteers would drive from Oxford to Dayton, helping teach literacy skills through edutainment
programs and incentive programs. Initially, RftA plans to host one volunteering session a week
as it introduces itself and its particular skills to the community, but plans to increase the
frequency of volunteering sessions as demand increases.

Background

While the studies are getting old, the 1992 National Adult Literacy Survey and the 2003
National Assessment of Adult Literacy suggest that the national literacy rate is not improving
(and if anything, is gradually getting worse). According to the 2003 Assessment, only 13% of
adults have a proficient reading level, and 14% have not attained even a basic literacy
proficiency in prose--with the percentages of below basic proficiencies at a barely better 12%
for documents and a far worse 22% for quantitative literacy. Students in high school tested
along these lines, with below basic literacy rates of 14% in prose, 13% in documents, and 31%
in quantitative areas. Considering that a basic level of literacy indicates only an ability to
identify particular pieces of information in a text for prose and document literacy, and the ability
to solve single-step equations for quantitative literacy, these numbers are particularly troubling
(National Center for Education Statistics).

Redhawk Innovations wishes to begin its RftA initiative in Dayton due to the proximity of
the city and the citys education issues. Dayton is only an hour away from Miami University, the
home of Redhawk Innovations and many of the potential volunteers. Many students at Miami
have access to cars for transportation, and are in the age range to have had the most exposure
to edutainment. Dayton itself also falls below the national average in terms of education.

While nearby city Cincinnati has 14 different high schools nationally ranked in the US
News & World Report, Dayton only has three (US News & World Report). While rankings are
certainly not everything, and only reflect one source, Dayton also has a lower percentage of
high school and college graduates than the national average: only 82.1% of Dayton residents
over the age of 25 graduated high school, with a mere 17.3% having attained a bachelors
degree or higher--as opposed to the national averages of 86.7% and 29.8%, respectively (US
Census Bureau).
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The Dayton area already has two organizations devoted to literacy support: the Brunner
Literacy Center for adults, and Project READ for people of all ages. The Redhawks for the Arts
initiative differs from the Brunner Center in its targeted audience--while adult literacy support is
extremely valuable, RftA means to work with school-aged children and teenagers to solve
childhood literacy issues while those in the program still have the plasticity of mind to make
significant progress in their reading abilities. Project READ is closer in its goals, but again, RftA
means to focus specifically on school-aged residents of the Dayton area, and RftA differs in its
methodology. Project READ focuses on providing books to children and classes, whereas RftA
plans to specialize in edutainment. It is a very different approach, to be sure, but members of
the Redhawk Innovations board remember edutainment fondly, with a survey of college student
peers similarly giving positive reactions. Edutainment is still a relatively new field, with software
such as LeapFrog, Carmen Sandiego, JumpStart, and Zoombinis only enjoying a short heyday
around the turn of the millennium before being essentially abandoned. RftA believes in the
effectiveness of edutainment as a method of bolstering learning, and the members of the board
wish to share their successes with new generations of students.

Methods

In developing Redhawks for the Arts, Redhawk Innovations conducted research on

literacy issues in the U.S., demographics and other non-profits in Dayton, Ohio, and potential
volunteer engagement.

Step One: Research

Initially, background research was done on other non-profit groups within the metro area
of Dayton, Ohio. The reason this was the initial project was twofold. The first reason behind this
was to see if there was already similar projects in place that would render RftAs mission
redundant. The second reason was to see if Dayton was a town that is supportive of initiatives
that are based in social outreach and support programs. RftA analysts found that there is a
strong presence of various non-profit organizations working with many different groups in need
within the Dayton area. Lastly, though there is already a literacy program in place, it is geared
towards adults; whereas RftA looks to work solely with promoting a love for literature in children.

Step Two: Public Interest Survey

RftAs next step was to create and distribute a survey to get a feel for public opinion on
programs aimed to promote literacy and love of literature in children. For reasons based in
classroom settings, RftAs analysts were only able to disseminate the organizations survey
amongst fellow class members.

The survey was carried out through Google Docs. The survey included multiple choice
questions, Likert-Scale questions, and yes/no questions.It was distributed to 24 college students
FEASIBILITY OF LITERACY EDUTAINMENT IN DAYTON: REDHAWKS FOR THE ARTS
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in early adulthood. The 10 questions aimed to find out opinions on edutainment and other
literacy-teaching methods, as well as the overall interests and importance placed on child
literacy.

Results

The 24 respondents answered each question in turn, with their completed responses
reported back through Googles services. Based on the information gathered, RftA constructed
graphs to represent the data and determine the general opinions of the polled students.

Question One:

As discussed above, the surveys demographic was primarily college students. In spite
of this, several students did answer that they had either already graduated college or had no
college experience.

Question Two:
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On a scale of 1 to 5, most students surveyed read and write a medium to large amount
of formal reports.

Question 3:

Analysts found on this question that a vast majority of students feel literacy is important
in the U.S. This is reflected not just by the majority of respondents choosing the top score of
importance, but by no respondents answering below a 3.

Question 4:
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These responses reveal that of the class had met one or more individuals who could
not read.

Question 5:

Nearly of respondents say that they know someone who would benefit from a literacy
program. This is a slight decrease from the proportion of respondents who claimed that they
knew someone who was illiterate.

Question 6:
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These responses reveal that the overwhelming majority of the respondents are willing to
help solve literacy issues in this country, though there is still a small contingent of individuals
who would not be willing to give their time. This project would not require a large workforce to
implement so this is promising that there is at least enough of an interest that RftA could fill the
work requirements with volunteers.

Question 7:

These responses show that general knowledge on teaching literacy is not readily
available. This is seen in a majority answering maybe. This shows that a sizable proportion of
respondents have some faith that children can teach themselves to read, but are not willing to
rule that it will always be possible for children to do so.
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Question 8:

This set of responses could be RftAs strongest motivation moving forward. As a whole,
the test pool shows that a vast majority believe that various incentive based programs geared
towards child would help them greatly and maintain interest. Those who did not respond with a
resounding yes marked depends, which means further testing into what programs would be
most effective is required. None of the people surveyed believed that incentive programs would
have no effect.

Question 9:

Three-fourths of the survey pool used various learning software and television
programing to aid in their own path to literacy. As the survey pool is made up of college
FEASIBILITY OF LITERACY EDUTAINMENT IN DAYTON: REDHAWKS FOR THE ARTS
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students, RftA analysts believe that these programs have lead to success later on in life at the
academic level.

Question 10:

Every member of the survey pool felt that fun and playful formats would greatly aid in
teaching children literacy. This perfect score truly cements the need and direction of this current
non-profit program platform, and will be RftAs focus on tailoring the program for the strongest
effect.

Discussion

Looking over the results of the survey, the Redhawk Innovations board concluded that
RftA is an initiative that would be beneficial to the children of Dayton. There was a strong
following of people believing in incentives and games as a way to motivate the kids into learning
the basics of grammar and spelling that would lead to the understanding of reading at different
levels.
RftA analysts also examined whether it was possible for the potential non-profit to
flourish in the city of Dayton and to have a positive impact on local children. Based on the
findings reported in the methods and background sections, RftA analysts found that not only
were there very few organizations addressing the literacy issue, the ones that did exist were
focused on adult literacy or the traditional methods for which RftA wishes to provide an
alternative. Hence, proving that beginning the RftA initiative in Dayton will be the right course of
action.
Next, RftA staff looked at the different costs and possible investments of this foundation.
It is easy to say that it is hard to put a price tag on the next generations of learning, but the
reality is there are the startup costs that will need to be taken care of. However, since this is a
learning environment for children it wont require large resources to get the funding necessary.
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The lessons will be taught in a classroom setting which would keep costs relatively low.
Maintenance costs will be next to nothing as well because the only upkeep would be the desks
and toys that would need to be maintained. There would be a volunteer staff--as proven by the
survey, there are more than enough people willing to donate their time to improving childrens
literacy. These factors would, in turn, keep annual costs low. Overall, the project would not
require that much financing; the majority would come from the cost of the building if a room
could not be rented or used on weekends. The funding is slight enough that RftA believes small
advertisements and donation campaigns could cover the costs.
Preparations would need to begin several months in advance a potential start date, as
modules and activities need to be developed before volunteers could be trained. In addition,
RftA would need to apply for accreditation with the state, which would also require modules and
activities as examples of the initiatives proposed teaching style. Additionally, RftA would need
firmer plans regarding locations and funding.
The non profit organization will definitely be properly used in Dayton: there is a demand
for edutainment-based teaching and no current suppliers in the area. Based upon the results of
the survey and upon initial trial runs, RftA will be able to further tailor the experience to best suit
the needs to young children in America.

Limitations of Research Design

There were some inherent difficulties involved in the data collection of the survey.
Foremost the collection process was limited to the use of one instrument: an in-class survey.
This created bias among the studied population. From its creation the survey was designed to
gauge the importance of literacy and its effect on a cross-section of the Dayton population. With
the surveyed group being composed of undergraduate college students, there is was an
inherent bias with the increased educational status of the respondents.

In addition to unavoidable biases, the distribution format also limited the amount of
possible responses that could be received. With the surveyed population being small, relatively
homogenous, and isolated from the target area it is hard to conclude that the survey results
were representative of affected population. Outside surveys such as handouts, public events,
and meetings could have aided in increasing the population size. Unfortunately, the time
constraints on the assignment prevented the use of such resources due to the time
commitments associated.

Conclusion

Literacy is an important life skill and making sure children learn this necessary skill at a
young age is the best way to improve the literacy rate among adults.

According to the results of the survey, Americans already believe that this nonprofit
would prove beneficial and could feasibly work. With edutainment and incentive programs,
FEASIBILITY OF LITERACY EDUTAINMENT IN DAYTON: REDHAWKS FOR THE ARTS
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Redhawk of the Arts believes that children will learn the necessary skills needed in order to
improve literacy rates.

RftA believes that by improving literacy in the Dayton area, the people of Dayton will be
more informed in areas such as social and and other government issues.
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Works Cited

National Center for Education Statistics. (2006). [Table comparing literacy statistics in 1992 and
2003]. Literacy Skills of Adults, by Type of Literacy, Proficiency Levels, and Selected
Characteristics: 1992 and 2003. Retrieved from
https://nces.ed.gov/programs/digest/d15/tables/dt15_507.10.asp.
US Census Bureau. (2015). [Table comparing demographics of Dayton against national
demographics]. Quickfacts: Dayton City, Ohio. Retrieved from
https://www.census.gov/quickfacts/table/PST045216/3921000,00.
US News & World Report. (2014). Best High Schools: Rankings. US News & World Report.
Retrieved from https://www.usnews.com/education/best-high-schools/search?city-or-
zip=dayton&state-urlname=ohio.
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Appendices

Combating Literacy Survey

*This non profit provides means for school children (K-8) in the Dayton, Ohio area with
opportunities for improving their cognitive and literacy skills. Programs would include developing
phonetic recognition, comprehension development, and word pace improvement.
1.Define your highest level of education.:
High School Diploma
GED
College Graduate
Some College
Other

2. How often do you read texts or write formal reports? (ie. professional publications):
(Not Often) [ 1 / 2 / 3 / 4 / 5 ] (Very Often)

3. How important is literacy of ALL citizens in the United States:

(Not Important) [ 1 / 2 / 3 / 4 / 5 ] (Very Important)

4. Have you ever had an interaction with a person who was unable to read or write?:
[ Yes / No ]

5. Do you know anyone who would benefit from this program?:

[ Yes / No ]

6. Would you be willing to volunteer time to help grade school children read? :
[ Yes / No ]

7. Do you believe children are able to teach themselves essential reading skills?:
[ Yes / No ]

8. Do you believe incentive reading programs and software are effective? (ie. free pizza
after x number of books read, library programs, etc.) :
[ Yes / No / Depends ]

9. Did you ever use a home based reading software as a child? (ie. LeapFrog or Reading
Rainbow):
[ Yes / No ]

10. Do you feel a fun and playful format aids in child development in these programs?:
[ Yes / No ]
FEASIBILITY OF LITERACY EDUTAINMENT IN DAYTON: REDHAWKS FOR THE ARTS
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Time 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
FEASIBILITY OF LITERACY EDUTAINMENT IN DAYTON: REDHAWKS FOR THE ARTS
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4/3/201
7
14:36:1 Some
7 College 5 5 Yes Yes Yes Yes Yes Yes Yes
4/3/201
7
14:36:4 Some
6 College 1 4 Yes No No Maybe Yes Yes Yes
4/3/201
7
14:36:5 Some
6 College 2 5 Yes No No Maybe Depends Yes Yes
4/3/201
7
14:40:4 Some
3 College 1 5 No No Yes Maybe Depends Yes Yes
4/3/201
7
14:41:1 Some
3 College 3 5 No No Yes No Yes Yes Yes
4/3/201
7
14:42:0 College
3 Graduate 5 5 No No Yes No Yes Yes Yes
4/3/201
7
14:46:3 College
2 Graduate 3 3 No No Yes Maybe Depends Yes Yes
4/3/201
7
14:50:0 College
4 Graduate 3 4 No No Yes Maybe Yes No Yes
4/5/201
7
11:38:0 Some
2 College 5 5 Yes Yes Yes Maybe Yes Yes Yes
4/5/201
7
11:38:5 Some
0 College 5 5 No No Yes Maybe Yes Yes Yes
4/5/201
7 High
11:46:1 School
3 Diploma 4 5 No No Yes No Yes No Yes
FEASIBILITY OF LITERACY EDUTAINMENT IN DAYTON: REDHAWKS FOR THE ARTS
15

4/5/201
7
11:56:1 Some
2 College 5 5 No No Yes Maybe Depends Yes Yes
4/5/201
7 High
11:56:2 School
2 Diploma 4 5 No No Yes Maybe Depends Yes Yes
4/5/201
7
12:00:0 Some
2 College 3 5 Yes Yes Yes Maybe Yes Yes Yes
4/5/201
7
12:00:4 Some
0 College 4 5 No Yes Yes No Yes Yes Yes
4/5/201
7
12:05:4 Some
4 College 4 4 No No Yes Maybe Yes Yes Yes
4/5/201
7
12:09:1 Some
1 College 5 4 Yes Yes Yes Yes Yes No Yes
4/5/201
7
12:14:4 Some
9 College 3 5 No No Yes Yes Yes Yes Yes
4/5/201
7 High
12:19:0 School
5 Diploma 2 5 No No Yes No Yes Yes Yes
4/5/201
7
14:34:0 Some
1 College 1 5 No No Yes No Yes Yes Yes
4/5/201
7
14:36:4 Some
6 College 3 4 Yes Yes Yes No Depends No Yes
4/5/201
7
14:38:0 Some
5 College 5 5 No Yes No No Yes Yes Yes
FEASIBILITY OF LITERACY EDUTAINMENT IN DAYTON: REDHAWKS FOR THE ARTS
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4/5/201
7 High
14:39:3 School
3 Diploma 3 4 No No Yes Maybe Depends No Yes
4/5/201
7
14:44:4 Some
9 College 3 5 Yes No Yes No Depends No Yes