Enhancing Emergent Literacy in a Preschool Program Through Teacher-Researcher Collaboration

CIERA Report #2-011

David B. Yaden, Jr. and Anamarie Tam
University of Southern California

CIERA Inquiry 2: Home and School
How can a preschool environment attended by Spanish speaking children be designed to aid children in getting a good start in reading? How can preschool teachers' own funds of knowledge be incorporated into emergent literacy interventions?

In this paper, Yaden and Tam describe their attempt to implement an emergent literacy intervention in a child-care setting in a high-poverty, Spanish bilingual setting in downtown Los Angeles. Specifically, they discuss their work with a particular preschool teacher, explaining how the research team and the teacher were able to overcome their original biases and collaboratively develop an intervention that was truly responsive to the needs of the children and the community.






University of Michigan School of Education

610 E University Ave., Rm 1600 SEB
Ann Arbor, MI 48109-1259

734.647.6940 voice
734.615.4858 fax