ERIC Number: ED396266
Record Type: RIE
Publication Date: 1994-Dec
Reference Count: N/A
Children's Emergent Literacy Experiences in the Sociocultural Contexts of Home and School.
Baker, Linda; And Others
NRRC News: A Newsletter of the National Reading Research Center, p1,4-5 Dec 1994
A longitudinal qualitative study examined the variety and scope of literacy experiences in the homes of families from diverse sociocultural backgrounds. Original participants were 41 children enrolled in pre-kindergarten programs during the 1992-93 school year and their families from public elementary schools serving Baltimore City neighborhoods consisting of various combinations of low- and middle-income African American and European American families. Two of the components of the longitudinal study focused on an ecological inventory of socialization resources and activities, and an assessment of individual children's emergent literacy competencies in a variety of theoretically important domains. Qualitative analyses of diaries completed by parents indicated that literacy is (1) a source of entertainment; (2) a set of skills to be deliberately cultivated; and (3) an integral ingredient of everyday life. Assessments conducted during the spring of both their pre-kindergarten and kindergarten years indicated significant growth on almost all measures, and children performed better on tasks that were more sensitive to their home experiences. Analyses will be extended through the children's first few years of formal literacy instruction. (Contains 12 references.) (RS)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.
Identifiers: African Americans; Baltimore City Public Schools MD
Note: For a more detailed version of this research project, see ED 378 556.