Abstract
The impact of two federally funded education programs, Head Start and Chapter I, on parent-child literacy involvement was examined through interviews of parents whose children participated in the programs. A more inclusive policy perspective on literacy learning that is sensitive to linguistic diversity and biculturalism is recommended.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 267-283 |
| Number of pages | 17 |
| Journal | Reading and Writing Quarterly |
| Volume | 11 |
| Issue number | 3 |
| DOIs | |
| State | Published - 1995 |
| Externally published | Yes |
ASJC Scopus subject areas
- Education
- Linguistics and Language
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