The Great American

Literacy development was studied among 40 kindergarten students at Lummi Tribal School (Washington). Data consisted of observations during weekly classroom visits throughout the school year, student writing samples, records of "pretend reading, " responses to environmental print, and teacher checklists concerning literacy experiences in student homes. Each child's stance toward reading (level of engagement) was determined by interest in reading activities, level of print awareness, and stage of reading development. Results showed 7 children with a high stance, 19 with a moderate stance, and 14 with a low stance. Each child's stance toward writing and learning to write was determined by level of interest in writing activities, ability to write own name, stage of writing development, and degree of risk-taking. Results showed 9 children with a high stance, 25 with a moderate stance, and 6 with a lo