Research Foundation of CPLS
CPLS is building on previous research-based knowledge: Young children grow up in communities and homes. Within these contexts they acquire cognitive models for how and why literacy is practiced, who does and does not do it, and foundational emergent literacy concepts. Emergent literacy knowledge strongly predicts success at learning to read and write in school. Once in school, learners achieve at higher rates to the degree that the texts they read and write reflect those that they are familiar within their homes and communities. We refer to this type of instruction as authentic literacy instruction. (See Related Publications for references to this research.)
CPLS Case Study Methodology
Each CPLS researcher participates in the community as either a member of that community or by contributing time and talent to the benefit of the community. Data is collected via observations/field notes, artifacts, structured and semi-structured interviews, and photographs. Researchers document texts, writing systems, historical and political contexts, social spheres within which reading and writing occur, and characteristics about participants (e.g. gender, roles, age, and education).
The Home-School Early Literacy connection, documented by previous research.
PPTs   |   PROJECTS   |   PUBLICATIONS   |   WORKING PAPERS   |   RESEARCH TO PRACTICE   |   RESEARCHERS   |   CONTACT US