Abstract of

Constructing the Big Picture: A Working Class Family Supports Their Daughter's Pathways to Literacy

Marianne McTavish

This article examines the historical literacy experiences and current literacy practices of the parents of one working class family as they shape the literacy learning of their four-year-old daughter. Data collected from field notes, observations, and videotaped interviews of the parents and daughter were analyzed and events sorted into categories congruent with foundational concepts of emergent literacy, such as intentionality, concepts of writing, and concepts of print. Analysis of the data revealed that socioeconomic status or residential location does not determine a child's literacy background and that great variation exists in diverse families. Despite living in communities deemed “at risk,” some families are able to provide activities to support the development of critical early literacy concepts in their children. The article also provides practical suggestions for teachers so that the home, school, and community can work together to foster children's literacy knowledge.

Abstract from McTavish, M. (2007, February). Constructing the Big Picture: A Working Class Family Supports Their Daughter's Pathways to Literacy. The Reading Teacher, 60(5), 476–485. doi: 10.1598/RT.60.5.7