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For the Rich It's Richer: Print Experiences and Environments Offered to Children in Very Low- and Very High-Socioeconomic Status First-Grade Classrooms

Michigan State University

This study investigates whether there are differences in the print environments and experiences offered to children in 20 first-grade classrooms chosen from very low- and very high-socioeconomic status (SES) districts. Each classroom was visited for 4 full days over the course of a school year. On each visit, information was recorded about the classroom library, classroom environmental print, and any activity during the school day that involved print in any way. Data indicate that there are substantial differences between the low- and high-SES classrooms in all major areas examined, including the amount, type, and uses of print. Literacy can be added to the list of domains for which meaningful differences in instruction have been observed in schools serving different socioeconomic groups. Literacy is another domain through which schools may contribute to lower levels of achievement among low-SES children and may begin to do so quite early in the schooling process.

American Educational Research Journal, Vol. 37, No. 2, 441-478 (2000)
DOI: 10.3102/00028312037002441


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