This study was conducted to examine the influence of prior preschool attendance, culture, and language socialization on early literacy success in drawings and dictated stories for Navajo kindergarten students at risk of school failure due to low socioeconomic status. The main findings of this study included the sociolinguistic impact of preschool education on young children’s growth in literacy development that incorporated the cultural values, attitudes, and beliefs of the home and heritage language. While all drawings reflected the influence of culture, several differences were found in the complexity and depth of the drawings. Early education programs designed to promote the heritage culture in conjunction with academic abilities, especially for children from disadvantaged backgrounds, were linked to lasting effects on indicators related to student achievement. Literacy achievement has been consistently and positively associated to preschool attendance, and a positive transition to kindergarten.

(Click the images below for a larger view.)