Abstract
This study applies a sociocultural perspective to examine the home to school transitions in literacy achievement of three low-income children from Guatemala. Through participant observation and informal conversations with the family during home visits, two factors appeared to influence the literacy development of the family's young children: bilingualism and cultural assimilation. Investigating the home literacy environment of an immigrant family provides an insider's perspective of the life experiences of children from non-mainstream homes. Understanding their home reading and writing experiences, and their transition to school literacy, is valuable for reading teachers facing increasingly diverse students from multicultural backgrounds.
Recommended Citation
Crayton, Lisa
(2009)
"Home to School Transitions: A Guatemalan Family Portrait,"
TAPESTRY: Vol. 1:
Iss.
1, Article 5.
Available at:
https://stars.library.ucf.edu/tapestry/vol1/iss1/5
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Teacher Education and Professional Development Commons
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