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作者 Sparks, Alison
書名 The social origins of early literacy: Perspectives from children in Head Start and their families
國際標準書號 9780549870883
book jacket
說明 181 p
附註 Source: Dissertation Abstracts International, Volume: 69-10, Section: B, page: 6454
Advisers: Elaine Reese; Nancy Budwig
Thesis (Ph.D.)--Clark University, 2008
The dissertation consists of 3 articles that examined children's developing psycholinguistic precursors to language and literacy and parent contributions to that process in a sample of children (mean age of 4 years, 3 months) recruited in Head Start classrooms in Worcester, Massachusetts. The primary goal of the dissertation was to examine the conversational antecedents of children's developing language and literacy skills. The main focus was on past event conversations between parent and child in four contexts: shared, unshared, good behavior, and misbehavior, and on talk during parent/child book reading. Children's independent story telling was included so that it was possible to examine the relationships between parent elaborative talk and children's discourse skills
This study was the first to replicate results of research on elaborative forms of talk in middle class populations in a sample of linguistically and culturally diverse children from low income families. Parent provision of elaboration uniquely predicted children's developing literacy skills. In contrast to findings in a middle class sample (Reese, 1995) in which mothers' elaborative talk in shared and unshared events uniquely predicted children's knowledge of print, in the present sample, parent provision of elaboration predicted literacy in the context of talk about behavior. The analysis performed on the children's independent story telling provided a picture of child narrative skills before the effects of formal schooling can be observed in their narrative productions. Children's memory for the story uniquely predicted children's literacy. Implications for non-biased assessment of preschool children are discussed
The final article examined the relationships between reminiscing and children's developing narrative skills in the Latino families in the sample. The relationship between maternal use of elaboration and the child's use of contextualizing elements in independent story telling suggested that misbehavior may be a culturally salient context for reminiscing. A discourse analysis of a conversation between a mother and her son was undertaken to examine other possible strategies that Latino caregivers use to engage their children in talk about past events. Implications for developing narrative structure and literacy in the preschool classroom are discussed
School code: 0048
Host Item Dissertation Abstracts International 69-10B
主題 Education, Early Childhood
Psychology, Developmental
Sociology, Individual and Family Studies
0518
0620
0628
Alt Author Clark University
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