Economic and social class differences in literacy-specific
access to print
have been widely documented. designed to provide access to
This study examined literacy materials and
opportunities for ters. There were
parent-child three specific
Head Start Cen- the influence of
text type (highly predictable,
episodic predictable, parents and children;
(2) to examine
there were differences ficiency and proficient language and concepts
in these patterns
of print scores
between low pro-
(3) to examine gains in receptive children of low proficiency and
proficient parent in the study; 18
readers. Forty-one parents and low proficiency parent readers
children participated 23 proficient parent
readers were involved in type affected patterns of influenced conversational
a 12-week book club. Results indicated that text
and that parents’ reading with different text types
proficiency serving as a
of parental reading and concepts of
providing further evidence for the importance
parental storybook reading on children’s emerging literacy.
access to disparities
can and do
provide rich & Gallagher,
The activity that is the subject of this report was supported in part by the US. Department of Education. However, the opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education or the Pennsylvania Department of Education, and no official endorsement should be inferred.
The author wishes to thank Lynanne Black and Maura Moran for their assistance on this project.
Correspondence tion, CITE, Bitter
should be sent to Hall, Philadelphia,
B. Neuman, 19122.