By Deborah Phillips, Nancy A. Crowell
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Please use the print version of this publication as the authoritative version for attribution. REFERENCES 40 opment of scientific and social thought. In C-A. , Developmental Psychology: Cognitive, Perceptuo-Motor and Psychological Perspectives. Amsterdam, The Netherlands: Elsevier. Chall, J. 1983 Learning to Read: The Great Debate. New York: McGraw-Hill. Chang, H. 1993 Affirming Children's Roots: Cultural and Linguistic Diversity in Early Care and Education. : California Tomorrow. , and J. S. Bruner 1971 Cultural differences and inferences about psychological processes.
Reading Research Quarterly 17:115-152. , and K. Hakuta 1993 Federal Education Programs for Limited-English-Proficient Students: A Blueprint for the Second Generation. Report of the Stanford Working Group, Stanford University. Beals, D. , J. deTemple, and D. K. Dickinson 1994 Talking and listening that support early literacy development of children from low-income families. In D. K. , Bridges to Literacy: Approaches to Supporting Child and Family Literacy. : Basil Blackwell. Bloom, B. , A. Davis, and R.
They saw this as their role, however, and that of the teacher as one of teaching English. Parents were also discussed as critical informants in teachers' efforts to interpret their students' classroom behaviors. Efforts aimed at reducing linguistic and cultural impediments to parents' involvement in their children's early education settings were widely applauded. Those familiar with such efforts reported that parents typically respond very positively to efforts to About this PDF file: This new digital representation of the original work has been recomposed from XML files created from the original paper book, not from the original typesetting files.