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As a teacher and researcher in a kindergarten classroom, I was interested in documenting the literacy development of several of the children in my class to determine the impact of the social and cultural environment. In the early 1980's, Heath (1983) researched the language and literacy development of three cultural groups in the Piedmont Carolinas. Her work revealed distinct differences in approaches to language and literacy among working class Anglo-Americans, working class African-Americans, and middle class Anglo-Americans. The observations discussed in this paper seek to ascertain whether there are unique approaches to early literacy among children reared in a rural Appalachian culture.

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