Denise Webb, 20, is a CoGenerate Senior Fellow. She’s a student at Berry College and a seasoned activist, working with organizations including United Way, Partnership for Southern Equity and The Sunrise Movement. She is the co-author of Why Aren’t We Doing This!...
Purpose Prize
The Latest from CoGenerate
What Young Leaders Want — And Don’t Want — From Older Allies
We know from our nationally representative study with NORC at the University of Chicago in 2022 that 76% of Gen Z and 70% of Millennial respondents wish they had more opportunities to work across generations for change. In a new report, What Young Leaders Want — And...
Two Oscar-winning Films Shine a Light on Intergenerational Connection
Despite the ongoing drumbeat of generational conflict (a hate story), right in front of us is evidence of a new narrative of cross-generational connection and collaboration (a love story). That love story was on full display at the Grammys, most visibly in the Tracy...
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Joan Wylie
Purpose Prize Fellow 2008
Fostering a culture of literacy in families with take-home books for children.
From her first day as a student teacher and through 30 years in education, Joan Wylie wanted to help disadvantaged students overcome the sense of failure they had from not having learned to read. In 1998, when she was 52, she led a collaborative of teachers focused on learning to read and was inspired to create the Take Home Book Program. Wylie saw the importance of parent involvement in helping their children develop the foundational skills needed for reading in primary grades. For $4 per child per year, each child takes a book home each week and parents read and reread it with them. The child draws a picture and writes a sentence in a journal about each story. Rereading, drawing, and writing develop comprehension and reinforce emerging skills. Stanford University’s evaluation shows a significant increase for participants over the control group in reading skills. The program has been replicated in 3,000 Bay Area classrooms. “On my first day of student teaching, I ushered my assigned reading group into their seats. I saw five little faces, just beginning their second semester of first grade, filled with dread. ‘What shall we call our group?’ I asked in an upbeat tone. Their answer: ‘Just call us the dumb ones.’ These children, with just a year and a half of schooling, saw themselves as finished. That experience put me on a journey that lasted 30 years.”