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The author defines and examines assumptions about children who were prenatally exposed to crack/cocaine and who have other risk factors that may negatively affect their literacy development. By displacing the existing myths about "crack babies", teachers and parents are able to support learning and see these children as successful learners.
Through longitudinal case studies of young children prenatally exposed to crack/cocaine, Barone (literacy studies, U. of Nevada, Reno) debunks myths about their risk legacy with implications for the classroom. Includes self-portraits, a summary of their literacy development, and children's literature references. Annotation c. Book News, Inc., Portland, OR (booknew.com)
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