Language and Literacy, Home and School

Abstract

The ages from 3 to 9 are critical for the acquisition of literacy. National surveys show that U.S. schools have sustained constant levels of student achievement during the past few decades, a time during which student and family demographics have declined, a time of increased demands for high levels of literacy. This article proposes a framework for thinking about the relation between home and school during a developmental period when the school becomes increasingly significant in the acquisition of language and literacy. The primary thesis is that, in order for home and school to cooperate on behalf of the student, they must share a vision of the outcomes from these years. I present the concept of critical literacy,the capacity to use language as a tool for problem‐solving and communication, as the foundation for this shared vision. Critical literacy offers an effective model for describing student outcomes, while also serving as a tool that allows teachers and families to join forces. The paper contrasts the endpoints of third grade and kindergarten, then sketches the journey from school entry to third‐grade graduation, and next reviews efforts to improve home‐school linkages designed to improve literacy during these years. I conclude with four recommendations; (a) establish standards that clarify literacy outcomes from the early years of schooling, (b) create a developmental perspective for thinking about the student's progression during these years, (c) implement more effective outreach programs from schools to homes, and (d) bring students into the “loop”.