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2018
Volume 78, Issue 2
  • ISSN: 0360-9170
  • E-ISSN: 1943-2402

Abstract

Take a close look at the learning experiences of a five-year-old African American preschooler considered exceptionally literate in Sunday school, but socially illiterate in preschool and the ways in which these two settings enabled or disabled Joshua’s attempt to become a reader. His parent’s explicitly taught him to negotiate the cultural boundaries of his two learning environments.

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/content/journals/10.58680/la2000146
2000-11-01
2024-06-18
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http://instance.metastore.ingenta.com/content/journals/10.58680/la2000146
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  • Article Type: Research Article
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