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Home Literacy Experiences of Preschoolers Enrolled in Head Start and Special Education Programs

University of Nebraska-Lincoln

PAT MIRENDA

CBI Consultants Ltd., Vancouver, BC

A survey was constructed to gather information concerning the home literacy experiences of preschool children enrolled in Head Start and early childhood special education classrooms. A total of 291 surveys were analyzed, representing 95 children considered at risk, 168 children with special education needs, and 28 peer models who had no developmental delays or disabilities. The results indicated a number of differences across the three groups regarding the priority placed on literacy at home, the ways in which children were involved in reading and writing activities, the amount of progress they were thought to have made in the past year, and the future expectations of the respondents in this area. Overall, the respondents for children with special education needs appeared to place the lowest priority on literacy development and have the lowest expectations in this regard. These respondents also reported providing fewer types of early literacy experiences to the children at home. Possible explanations are provided for the results. Implications for early childhood special education (ECSE) personnel are discussed.

Journal of Early Intervention, Vol. 17, No. 4, 351-367 (1993)
DOI: 10.1177/105381519301700402


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