Literacy Concepts of Low- and Middle-Class Four-Year-Olds Entering Preschool

Abstract In this study, the literacy knowledge that 4-year-olds from low- and middle-socioeconomic status homes bring to preschool was compared. Sixty-four children drawn from six separate preschools participated in the study; 33 were from low-in-come backgrounds and 31 from middle-class backgrounds. All preschoolers were assessed within the first 4 weeks of school. In addition, questionnaires were administered to parents to examine the frequency and quality of the literacy activities in which parents and children interact. Results indicated that even as early as 48 months of age, many children from low-income homes are at a distinct disadvantage when compared with their middle-class peers in understanding written language. Nonetheless, limited knowledge of literacy was not confined to preschoolers from impoverished homes. The combined findings suggest that the operative factor in literacy development is not economic instability but, rather, a paucity in early experiences with print.