Print environments and experiences offered to first-grade students in very low- and very high-SES school districts

Reading Research Quarterly

Volumn 35, Issue 4, 2000, Pages 456-457

  Duke, Nell K ^a  

^a MICHIGAN STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0039330106     PISSN: 00340553     EISSN: None     Source Type: Journal    
DOI: 10.1598/RRQ.35.4.1     Document Type: Article

References (8)

1. ANYON, J. (1981). Social class and school knowledge. Curriculum Inquiry, 11, 3-42.
2. BARATZ, S.S., & BARATZ, J.C. (1970). Early childhood intervention: The social science basis of institutional racism. Harvard Educational Review, 40, 29-50.
3. BOWLES, S., & GINTIS, H. (1976). Schooling in capitalist America. New York: Basic Books.
4. HUDSON, R.A. (1980). Linguistic and social inequality. In R.A. Hudson (Ed.), Sociolinguistics (pp. 203-227). Cambridge, UK: Cambridge University Press.
5. KAESTLE, C.F., DAMON-MOORE, H., STEDMAN, L.C. , TINSLEY, K., & TROLINGER, W.V., Jr. (1991). Literacy in the United States. New Haven, CT: Yale University Press.
6. RAZ, I.T., & BRYANT, P. (1990). Social background, phonological awareness, and children's reading. British Journal of Developmental Psychology, 8, 209-225.
7. RIST, R.C. (1973). The urban school: A factory for failure; a study of education in American society. Cambridge, MA: MIT Press.
8. TEALE, W.H. (1984). Reading to young children: Its significance for literacy development. In H. Goelman, A. Oberg, & F. Smith (Eds.), Awakening to literacy. (pp.110-121)Exeter, NH: Heinemann.