Becoming Literate in the City: The Baltimore Early Childhood by Robert Serpell

By Robert Serpell

This booklet stories the result of a five-year longitudinal research of kid's early literacy improvement. the kids attended pre-kindergarten in Baltimore public faculties on the study's inception and accomplished 3rd grade at its finish. Tracing those kid's constructing literacy abilities through the years, the research makes an incredible contribution to figuring out how most sensible to facilitate literacy attainment for kids of various backgrounds.

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Additional resources for Becoming Literate in the City: The Baltimore Early Childhood Project

Sample text

We were given permission at the outset to follow the children to different schools within the city to administer our competency assessments, which we did for nine of the children (two low-income European American families, seven lowincome African American). We also retained as participants four families that had moved to nearby suburban neighborhoods (three lowincome European American families, one middle-income European American). Fifty-two of the children remained at their original school for the entire duration of the project.

We recruited at three of the original six schools, a process that yielded 14 new families. In several cases, parents who agreed to participate reported hearing positive things about the project from friends and neighbors. We also identified a number of potential schools that would enable us to increase the proportion of middleclass families within the sample. In our original planning of the Early Childhood Project, we did not intend to recruit comparable numbers of families from the four social addresses we were sampling because they were not proportionally represented in the population of Baltimore.

During the home visit that followed diary collection, the research assistant went through the ecological inventory form systematically with the parent. First, the games and play activities mentioned in the diary and recorded in advance on the form were read to the parent. Any clarification needed about these activities was obtained at this time. The parent was then asked to describe other ways in which her child plays frequently at home, in the family, or in the neighborhood. Any information obtained through this questioning was added to the inventory form.

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