Early Home Literacy Practices of the Prairie Band Potawatomi Nation

Abstract

The purpose of the present study is to investigate early literacy experiences for a single tribe of Native American (NA) students, the Prairie Band Potawatomi Nation (PBPN). A survey was developed and distributed to primary caretakers of children that attend PBPN's early childhood center inquiring about the frequency they engage in certain early literacy practices and the cultural relevance of those practices. As mainstream early literacy often involves dialogic shared book reading and NA culture historically supports oral storytelling, questions about the significance of these practices were especially emphasized. Results suggest not only did most respondents report participating in both practices frequently with their children but also supported that characteristics of mainstream book reading were viewed as culturally appropriate. Clinical implications and directions for future research are discussed.