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topic perceived to be in the school’s domain. When provided with access to

resources and information,

however, poor and minority parents contribute

language

and literacy

& Roskos,

1993).

development

significantly (Neuman &

to their young children’s Gallagher, 1994; Neuman

Consequently,

concerns for access have laid the theoretical groundwork

for many intervention

programs that provide parents with

strategies, and skills ing and cognitively

with the hope of challenging talk

encouraging frequent with children. Handel

books, reading storybook read- and Goldsmith

(1994), for proficiency books and Read-aloud

example, developed a family reading workshop model for low adult readers, which involves lively discussions of children’s instruction in specific reading strategies used by good readers. parent clubs (Segel, 1994), highlighting enjoyment of reading

children’s literature,

provide workshops on models of enriched storybook

reading and intervention

discussion approaches

of topics related to focus on training

home literacy experiences. Other low-income parents in adopting

new “scripts” with books, emphasizing book management, niques, language proficiency, and affect (Edwards, 1994;

questioning tech- Valdez-Menchaca

& Whitehurst,

1992; Whitehurst et

design,

programs

like

these

provide

al., 1994). Though parents with new

varying models,

in scope and opportunity

to engage with young children. Nevertheless,

books, and resources for sharing books meaningfully with

some authorities have questioned whether the provision of

books and encouragement conversations around text

to read together actually (Gallimore & Goldenberg,

produce meaningful 1993; Purcell-Gates,

1995). In their study of home literacy in Latin0 households,

for example,

Gallimore and Goldenberg (1993) found that texts (libritos) had some effect on the “scripts”

providing short meaningful parents used with their chil-

dren, but did not qualitatively influence meaning-based interactions; parents appeared to apply their prevailing conceptions of literacy focused on decoding and pronouncing words) onto these texts Further, some have raised doubts about efforts to impose certain

instead, (which as well. literacy

models on parents (Auerbach,

1989; Taylor,

1994), the assumption being

that particular interactions gruent with early literacy

parents

are more con-

1994).

Such training

typical of middle-class

development

(Edwards,

models tend to intersubjectivity

ignore

culturally

that

may occur

specific practices between parent

and and

the subtle process of child through verbal

and nonverbal interpretation.

Studies

suggest

that

children’s

understanding

(Rogoff, emerges

1990; from

Tizard & Hughes, 1984) connecting the familiar

to the novel in collaborative nitive growth.

activity, a process essential to enhancing cog-

Thus, in contrast to an approach

new values, or be of an intervention

trained to

use new

strategy

designed

that assumes that scripts, this study to provide access

parents must acquire examined the effects to literacy materials

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