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The classrooms within our nation are becoming rich tapestries, interwoven with people of diverse cultures and ethnic groups. In response to the evolving tapestries, many educators advocate the need to heighten preservice teachers' sensitivity to cultural issues so that they might apply this cultural knowledge within their teaching and learning. Using a reconstructionist approach, where preservice teachers become caring citizens who reach out to help culturally diverse children, is one way to address these issues. This manuscript describes an alternative tutoring program, where meaningful teaching and learning emerges within an urban community, and its' evaluation process. As a result of participating in this experience, preservice teachers learn to understand the social context within which literacy can occur. The evaluation process reveals, through the use of observations, questionnaires, interviews, and writing samples, the impact of this experience on preservice teachers' teaching and learning, as well as young children's reading and writing performance.

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