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Peer reviewedBrown, Mac H.; And Others – Early Childhood Research Quarterly, 1986
Repetitive shared book experiences used with a rural, racially mixed 1983-84 kindergarten population (N=228) were found to enhance literacy awareness and competence, improve preparation for formal first grade, and broaden children's literacy interests when compared to a control group of the 1982-83 kindergarten population (N=269). (DR)
Descriptors: Blacks, Grade 1, Kindergarten Children, Learning Readiness
Peer reviewedPiotrkowski, Chaya S.; Botsko, Michael; Matthews, Eunice – Early Childhood Research Quarterly, 2000
Compared the beliefs of preschool teachers, kindergarten teachers, and parents regarding children's school readiness in one mostly Hispanic and Black high-need urban school district. Found that parents held remarkably similar beliefs, regardless of ethnicity or education. Parents rated all classroom-related readiness resources such as…
Descriptors: Blacks, Compliance (Psychology), Early Childhood Education, Hispanic Americans
A Culture in Transition: Poor Reading and Writing Ability among Children in South African Townships.
Peer reviewedPretorius, E.; Naude, H. – Early Child Development and Care, 2002
This study examined factors contributing to poor literacy and numeracy development among black South African children ages 5.5 to 7 years. Findings pointed to a conglomerate of factors, namely inadequate visual-motor integration, poor visual analysis and synthesis, poor fine motor development, and inadequate exposure to mediated reading and…
Descriptors: Blacks, Children, Cultural Influences, Educationally Disadvantaged
