Kirsten Kainz serves as coordinator for the Rural Early Literacy Initiative research within the National Research Center on Rural Education Support. Dr. Kainz has ten years of professional experience supporting the literacy and social development of young children and their families. Recently, she worked with libraries in rural North Carolina to develop and implement literacy-rich activities for pre-school children. This work included promoting family involvement at rural libraries and circulating literacy materials to families and child care facilities in rural locations. Her current research focuses on reading development from kindergarten to third grade for children living in poverty.
Recent Related Publications
Kainz, K. (in review). Governing the family through education: A genealogy on
the home/school relation.
Aikens, N. L., & Kainz, K. (in review). Classroom experiences in American
public kindergarten: Differences by school poverty and urbanicity in a
nationally representative sample.
Kainz K., & Vernon-Feagans, L. (in preparation). Early Reading Development
for Children from Low-Income Families:Untangling Social Address and Learning Contexts
Vernon-Feagans, L, Head, D, & Kainz, K. (2004). An eco/cultural perspective
of early literacy: Avoiding the perils of school for non-mainstream children.
In B. H. Wasik (Ed.), The handbook of family literacy (pp. 427-448). New