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ERIC Number: ED403584
Record Type: Non-Journal
Publication Date: 1997
Pages: 64
Abstractor: N/A
Reference Count: N/A
Learning To Be Literate: A Comparison on Five Urban Early Childhood Programs. Report Series 2.28.
McGill-Franzen, Anne; And Others
A study describes literacy development in 5 urban preschools. Classroom observations, transcripts of classroom interactions and participant interviews, and curricula materials and related documents constitute data sources for the evidentiary base. Naturalistic inquiry and case study contrasts indicated patterns of variation in the resources available to the children from low-income families who attended private-not-for-profit preschools with religious or institutional affiliations and those who attended publicly funded preschools. In publicly funded preschools children had less access to print knowledge and to culturally relevant literature. Many poor children are socialized to practice a different literacy, one that offers limited experiences with books and is less connected to personal and community identity. Findings challenge assumptions underpinning publicly funded early childhood programs, namely that such programs provide a more equitable foundation for literacy and schooling for children of low-income families. (Contains 26 references, 7 notes, 4 figures of data, and 44 children's book references.) (RS)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on English Learning and Achievement, Albany, NY.