Traditionally, emergent storybook reading and emergent writing in the home have been seen as the major site of literacy development (Sulzby, 1991), however because so many children are in preschool situations and because so many families have [Limited English Proficiency], more emphasis is being put on the need for literacy development at out-of-the-home settings.
In this context [Nespeca , 1995], library outreach programs gain essential importance serving those who do not have the opportunity to use the libraries on site. The fact that library outreach programs are important for the people living in public housing homes is clearly stated in Kinney’s (1996) Ph.D. thesis and this naturalistic inquiry reveals that story mobile service has significant positive effects on children’s emergent literacy skills in these homes.
Libraries are places that are free to everyone regardless of race, ethnicity, culture, language, or age. They are open to the public 7 days a week. Because low socio-economic and minority children are at risk in term of early literacy development and because books and literacy materials are less accessible to poor parents and their children, public libraries’ role as a free, public provider becomes even more vital to meeting this population’s demands for literacy materials and support.
Readiness for academic tasks has become a high priority for public schools serving low-income, underserved populations as a result of No Child Left Behind (NCLB) legislation.