ERIC Number: ED319581
Record Type: Non-Journal
Publication Date: 1990-Mar
Reference Count: N/A
Supporting Emergent Literacy among Young American Indian Students.
McEachern, William Ross
This digest links the development of listening comprehension to the emerging reading comprehension of young American Indian students, and suggests ways that teachers can use locally produced materials to enhance young students' emergent literacy. Reading comprehension is the key to literacy, and prior knowledge supports listening and reading comprehension. However, most commercial reading materials used in schools do not reflect American Indian students' exprience of the world. Since there are many culturally distinct American Indian groups, producing commercial "Indian" materials is not a viable alternative. Studies have shown, however, that culturally relevant instructional materials increased listening comprhension among American Indian primary students. Such findings indicate the effectiveness of teachers' efforts to produce instructional materials locally. Such efforts might involve inviting community storytellers into the classroom and transcribing oral presentations for use as reading materials, or encouraging children to develop stories based on their own experiences. Teachers must also recognize the linguistic diversity of their students, who may use English as first language, second language, or dialect. Students' linguistic backgrounds must be considered when designing a language arts program. This digest contains 10 references. (SV)
Descriptors: American Indian Education, Beginning Reading, Cultural Activities, Emergent Literacy, Language Experience Approach, Listening Comprehension, Prereading Experience, Primary Education, Reading Comprehension, Reading Instruction, Reading Materials, Reading Readiness, Teacher Developed Materials, Whole Language Approach
ERIC/CRESS, Appalachia Educational Laboratory, P.O. Box 1348, Charleston, WV 25325 (free).
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV.