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

By Robert Serpell

This booklet experiences the result of a five-year longitudinal learn 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 a major contribution to knowing how most sensible to facilitate literacy attainment for kids of numerous backgrounds.

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The exceptions typically occurred in the middle-income African American families where a European American research assistant sometimes was assigned because of personnel constraints. However, in these cases a second Growing Up in Baltimore 41 member of the research team, usually an undergraduate assistant who was African American, accompanied the primary research assistant on at least the first few visits with the families. Thus, at least one member of the visiting team was of the same ethnic appearance as the family.

Once the children were in kindergarten and first grade, we were no longer constrained by whether a prekindergarten program was available (schools serving middle-class families were not eligible for state or federal funding for prekindergarten programs). Families were recruited at three additional schools serving predominantly middleincome families and at two additional schools serving mixed ethnicity low-income families. Principals and teachers again provided us with the necessary information to enable us to invite only those families that met our selection criteria.

The other six neighborhoods sampled in the project shared many of the features cited previously from Wilson (1987) as characteristic of American inner-city poverty areas in the 1980s. the participants in the early childhood project Selection of Schools/Neighborhoods The participants in the Early Childhood Project were recruited in two separate waves, the first in the winter/spring of 1993 and the second in the summer/fall of 1994. S. Office of Educational Research and Improvement. Because the budget was relatively small, we were unable to recruit the full complement of families at the outset of the project.

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