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ERIC Number: ED378556
Record Type: Non-Journal
Publication Date: 1994
Pages: 53
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Contexts of Emergent Literacy: Everyday Home Experiences of Urban Pre-Kindergarten Children. Reading Research Report No. 24.
Baker, Linda; And Others
This report presents the first phase of an ongoing longitudinal study that explores the contexts in which children of various sociocultural groups experience literacy as they make the transition to formal schooling. Participants were the caregivers of pre-kindergarten children attending Baltimore public schools that served neighborhoods varying in income level and ethnicity. Parents' spontaneous reports of children's everyday activities were collected over a one-week period. Parents were later questioned about children's participation in selected activities. The goal was to document the home experiences through which early literacy is nurtured and to explore the cultural themes informing the literate activities in the home. Families in all socio-cultural groups reported that their children had frequent opportunities to engage in activities with the potential to foster development in several domains conducive to literacy: orientation toward print (e.g., storybook reading), phonological awareness (e.g., singing), knowledge of the world (e.g., television viewing), and narrative competence (e.g., mealtime conversation). Middle-income families showed greater endorsement of literacy as a source of entertainment. Lower-income families, in contrast, gave more attention to literacy as a skill to be deliberately cultivated. (Contains 63 references and 6 tables of data. The recording form for the second visit with the family, and the coding scheme for print-related experiences reported in the diaries are attached.) (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
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 - Location: Maryland (Baltimore)