Enhancing Emergent Literacy in a Preschool Program Through Teacher-Researcher Collaboration

摘要

In this paper, Yaden and Tam describe their attempt to implement an emergent literacy intervention in a child-care setting in a high-poverty, Spanish bilingual setting in downtown Los Angeles. Specifically, they discuss their work with a particular preschool teacher, explaining how the research team and the teacher were able to overcome their original biases and collaboratively develop an intervention that was truly responsive to the needs of the children and the community.