Emergent Literacy Development in the Absence of Parent Involvement: How Teachers Recognize the Literacies of Socioeconomically Disadvantaged Students

The preschool years lay a crucial foundation for children's future academic success. However, significant disparities exist in early literacy experiences, with children from low-socioeconomic backgrounds often entering school with varying levels of preparedness. This disparity stems from diverse home literacy environments, where children acquire foundational literacy skills through family interactions, and cultural experiences. Teachers in primary grades often face the challenge of understanding and leveraging the unique cultural and linguistic backgrounds of their diverse student population. Traditional approaches may inadvertently perpetuate deficit-based views of families from low-income backgrounds, perceiving them as lacking the resources and support necessary for their children's academic success. The Funds of Knowledge (FoK) framework challenges this deficit model by recognizing that all families possess valuable knowledge and skills acquired through their lived experiences. This research aims to investigate the specific Funds of Knowledge that primary students from low-socioeconomic backgrounds bring to the classroom. Furthermore, the study will explore how teachers can effectively recognize and incorporate these valuable resources into their instructional practices, thereby creating more equitable and inclusive learning environment for all students.