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

By Nell K. Duke. 2000

189 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a88cb0909e02ad77e982adfd7f4c6e0a9aea250f

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In Education

Citations in the corpus

Essential Elements of Fostering and Teaching Reading Comprehension (2011, background): “Equally as important are informational genres, whose primary purpose is to convey information about the natural or social world (Duke, 2000), as in websites, books, or articles that describe plants, animals, or places or explain natural or social processes or phenomena.”
Paucity and Disparity in Kindergarten Oral Vocabulary Instruction (2014, background): “In particular, there is evidence that children from low-SES backgrounds may experience lower quality literacy instruction in their elementary schools (Duke, 2000).”
Late-emerging reading disabilities. (2003, background): “…listen to are narratives that pose relatively little challenge with regard to vocabulary and comprehension, particularly if the material is written so as to be within the current word recognition capabilities of beginning readers (Chall, Jacobs, & Baldwin, 1990; Duke, 2000; Hayes & Ahrens, 1988).”
Starting small: Building preschool teacher knowledge that supports early literacy development (2009, background): “Similarly, there are community-level disparities in accessing a range of formal and informal literacy experiences, such as the size and quality of local libraries and the amount of environmental print children see in their neighborhoods (Constantino, 2005; Duke, 2000; Neuman & Celano, 2001).”
Supporting Kindergartners’ Science Talk in the Context of an Integrated Science and Disciplinary Literacy Curriculum (2017, background): “…with a high percentage of students eligible for free and reducedprice lunch are provided with less science instruction (Blank, 2012; Buxton & Provenzo, 2007), less informational text (Duke, 2000), and less vocabulary instruction (Wright & Neuman, 2014) than their more economically advantaged peers.”