ERIC Number: ED255042
Record Type: RIE
Publication Date: 1985
Reference Count: 0
The Minority Child: Strategies for Literacy Development.
Spicola, Rose; Griffin, Margaret
Minority children need broad experiences basic to literacy development that narrowly conceived curricula cannot provide. Parent interactions and first school encounters can provide daily experiences with print, writing, and stories. The time the teacher takes to involve parents in programs for minority children, by explaining activities that can be carried out in the home or in the community, is worthwhile. Such activities include trips to the library, conversations while carrying out daily errands and tasks, and sharing of written correspondence. First school encounters should be positive and confidence-building and can build meaningful print concepts. Teachers can capitalize on knowledge the children bring to school by immersing them in meaningful print, using bulletin boards, realia with familiar logos and labels, a grocery center, and children's name and object labels posted around the classroom. The environment and teacher should encourage active exploration of print, and experience with writing can soon follow. Writing opportunities can include note and letter writing, recipe writing, word collecting, and later, more sophisticated writing, composing, editing, and proofreading activities. Story strategies for the classroom include daily oral readings from large-format books designed for sharing and from stories dictated by children, dramatic interpretations and improvisation, audiotapes, and use of concept and picture books for successful experiences with oral language and print. (MSE)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Southwest Regional Conference of the International Reading Association (13th, Albuquerque, NM, January 24-26, 1985).