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Recent scholarship on literacy development has focused on studying young at-risk learners (Allen and Mason, 1989; Clay, 1982; Taylor and Dorsey-Gaines, 1988; Swap, 1990; Teale and Sulzby, 1986). As kindergarten and first grade teachers we worried about many of our students whose families were not in the cultural mainstream and whose literacy backgrounds appeared different from those of our more successful children. As we thought about how we might better teach our children we began to consider how we could improve our communication with the children's parents to begin to build a partner ship between home and school literacy experiences. We wanted to be supportive and invitational with the parents. We hoped to provide the parents with information which they could use in helping their children interact with print, and, importantly, we wanted to learn from the parents. We valued their input and welcomed information that they could provide which would allow us to build our program to sup port the home. We wished to begin to build a two way bridge that would connect home and school literacy practice.

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