ERIC Number: ED366478
Record Type: Non-Journal
Publication Date: 1994-Jan
Reference Count: N/A
A Longitudinal Study of Literacy Acquisition in a Native American Community: Observation of the Kindergarten Classes at the Lummi Tribal School.
Walter, Eileen L.
Literacy development was studied among 40 kindergarten students at Lummi Tribal School (Washington). Data consisted of observations during weekly classroom visits throughout the school year, student writing samples, records of "pretend reading," responses to environmental print, and teacher checklists concerning literacy experiences in student homes. Each child's stance toward reading (level of engagement) was determined by interest in reading activities, level of print awareness, and stage of reading development. Results showed 7 children with a high stance, 19 with a moderate stance, and 14 with a low stance. Each child's stance toward writing and learning to write was determined by level of interest in writing activities, ability to write own name, stage of writing development, and degree of risk-taking. Results showed 9 children with a high stance, 25 with a moderate stance, and 6 with a low stance. High levels of engagement in reading and writing were generally associated with high levels of literacy learning experiences at home. Suggestions for promoting literacy include the library corner, repeated read-alouds, the shared book experience, story re-enactments, functional uses of print and writing in the classroom, the writing table, and small-group activities. In addition, teacher and parents should work together as partners in children's literacy development. Extensive appendices include research materials, individual results, and resource materials. Contains 114 references. (KS)
Descriptors: American Indian Education, Classroom Observation Techniques, Classroom Research, Emergent Literacy, Kindergarten, Kindergarten Children, Longitudinal Studies, Parent Participation, Parent Teacher Cooperation, Parents as Teachers, Primary Education, Reading Instruction, Reading Readiness, Teacher Attitudes, Writing Instruction, Writing Readiness
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A