Improving literacy skills of American Indian elementary students using culturally-sensitive and technologically-enhanced literacy boxes.

This article presents data from a locally-based, multi-pronged strategy to promote literacy development among American Indian children in three rural schools in northern Minnesota. The strategy promoted family involvement in literacy development at home, provided a route for teachers to become leaders in literacy development in their schools, and provided a process for educators to create a carefully designed package of culturally sensitive, technologically-enhanced materials for student and family use.