1. HOME INFLUENCES ON READING AND WRITING (SPECIAL TOPIC) Edwina Woods RDG 652 Summer 1

2. Historical Perspective What No Bedtime Story Means: Narrative Skills at Home and School (Heath, 1982) Family Literacy: Young Children Learning to Read and Write (Taylor, 1982) Predictions of School Outcomes Based on Early Language Production and Socioeconomic Factors (Walker, et al. 1994) Meaningful Differences in the Everyday Experience of Young American Children (Hart and Risley, 1995) A Natural History of Early Language Experience (Hart, 2000)

3. What No Bedtime Story Means: Narrative Skills at Home and School (Heath, 1982)

4. Richard Howard, “We require an education in literature…in order to discover that what we have assumed – with the complicity of our teachers – was nature is in fact culture, that what was given is no more than a way of taking”.

5. Maintown (Mainstream) Roadville (Blue Collar) Tracton (Poverty)

6. Family Literacy: Young Children Learning to Read and Write (Taylor, 1982)

7. Family Literacy: Conservation and Change in the Transmission of Literacy Styles and Values Family Literacy and the Children’s Emerging Awareness of Written Language Family Literacy and Learning in School

8. Predictions of School Outcomes Based on Early Language Production and Socioeconomic Factors (Walker, et al. 1994)

9. Meaningful Differences in the Everyday Experience of Young American Children (Hart and Risley, 1995)

10. Parenting StyleLanguage StyleSociability Socioeconomic status Accomplishment

11. Does it Matter? So, what?

12. A Natural History of Early Language Experience (Hart, 2000)

13. Mainstream America Literate tradition School-oriented parents Bedtime stories Reading cereal boxes Stop signs television ads Room full of books/print/writing materials Reading instructions to games/toys