TY - JOUR
T1 - Recognizing different kinds of "head starts"
AU - Orellana, Marjorie Faulstich
AU - D'warte, Jacqueline
PY - 2010
Y1 - 2010
N2 - The authors consider how the National Early Literacy Panel's decision to focus on identifying precursors to "conventional" literacy skills shaped the questions asked, conclusions drawn, and take-home message of the panel's 2008 report. They suggest that this approach may keep the field of literacy research from seeing and valuing other kinds of "head starts"-including ones that are better aligned with the broad, flexible, transcultural literacy skills that will be demanded in the future. The authors call on the field to learn from the experiences of children from nondominant groups to build a more comprehensive model of literacy development.
AB - The authors consider how the National Early Literacy Panel's decision to focus on identifying precursors to "conventional" literacy skills shaped the questions asked, conclusions drawn, and take-home message of the panel's 2008 report. They suggest that this approach may keep the field of literacy research from seeing and valuing other kinds of "head starts"-including ones that are better aligned with the broad, flexible, transcultural literacy skills that will be demanded in the future. The authors call on the field to learn from the experiences of children from nondominant groups to build a more comprehensive model of literacy development.
UR - http://handle.uws.edu.au:8081/1959.7/553014
U2 - 10.3102/0013189X10369829
DO - 10.3102/0013189X10369829
M3 - Article
SN - 0013-189X
VL - 39
SP - 295
EP - 300
JO - Educational Researcher
JF - Educational Researcher
IS - 4
ER -
