On Refining Theoretical Models of Emergent Literacy The Role of Empirical Evidence

Sénéchal, Monique; LeFevre, Jo‐Anne; Smith-Chant, Brenda L.; Colton, Karen V

doi:10.1016/s0022-4405(01)00081-4

Cited by 175 publications

(155 citation statements)

References 37 publications

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“…As we consider the specificity of learning and the simple view of reading (Hoover & Gough, 1990;Senechal & LeFevre, 2001;Storch & Whitehurst, 2002), these results suggest that specificity of learning may be more explicit in nature for children with weaker language and literacy skills than for children with stronger language and literacy skills. In this study, meaning-focused activities had a positive relation with our code-focused outcome for students with stronger vocabulary skills but not for our students with weaker vocabulary skills.…”

Section: Discussionmentioning

confidence: 86%

A Second Chance in Second Grade: The Independent and Cumulative Impact of First- and Second-Grade Reading Instruction and Students' Letter-Word Reading Skill Growth

Connor

Morrison

Underwood

2007

Scientific Studies of Reading

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This study examines the relation of language arts instruction to students' letter-word reading skill growth from the beginning of 1st grade to the end of 2nd grade using cross-classified random effects models. Amounts of teacher-managed, code-focused instruction in 1st and 2nd grade each uniquely predicted students' letter-word reading skill growth; plus, there were child-by-instruction interactions. Students with weaker fall 1st grade letter-word reading scores demonstrated stronger letter-word reading at the end of 2nd grade when they spent more time in 1st-and 2nd-grade teacher-managed, code-focused instruction. Students with stronger initial reading skills demonstrated higher 2nd-grade reading scores when they spent less time in 1st grade but more time in 2nd-grade teacher-managed, code-focused instruction. Students who participated in optimally effective 1st-grade and 2nd-grade classroom instruction demonstrated greater letter-word reading growth from the beginning of 1st grade to the end of 2nd grade than did students who participated in less effective instruction in either 1st or 2nd grade, or both. Still, for children who entered 1st grade with weaker reading skills, results indicate that

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Section: Discussionmentioning

confidence: 86%

A Second Chance in Second Grade: The Independent and Cumulative Impact of First- and Second-Grade Reading Instruction and Students' Letter-Word Reading Skill Growth

Connor

Morrison

Underwood

2007

Scientific Studies of Reading

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“…As a result, most of the research on metacognitive knowledge is primarily restricted to the declarative knowledge, which is often measured through using a self-reported questionnaire (Sénéchal, LeFevre, Smith-Chant, & Colton, 2001). …”

Section: Literature Reviewmentioning

confidence: 99%

Metacognitive Knowledge and Metacognitive Control of Writing Strategy between High- and Low-performing Chinese EFL Writers

Wang¹,

Han²

2017

TPLS

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Abstract-This study investigated metacognitive knowledge and control of writing strategy in English among 65 Chinese EFL learners in two argumentative writing tasks. Metacognitive knowledge was measured using a questionnaire written in simple present tense. Metacognitive control required writers to respond to a questionnaire written in simple past tense immediately following completion of each writing task according to the actual strategy use in the writing tasks. Students were grouped into high-and low-performing EFL writers using one standard error above or below the Mean scores of the writing tasks. One-way ANOVA was conducted on the four kinds of writing strategies (i.e., planning, cognitive, monitor-control, and evaluating). We found that while there were no differences on any type of the writing strategies for metacognitive knowledge, the two groups differed in the actual writing strategy use on each occasion. For the more familiar and easier writing topic, high-and low-performing students differed only in cognitive writing strategies. For the less familiar and more challenging writing task, high-achievers adopted significantly more planning, cognitive, and evaluating strategies than low-achievers. This research supported for distinction between metacognitive knowledge and control in EFL writing.

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“…First, it is clear that teachers both recognize and implement much more oral language activities than reading and writing emergent literacy activities. Sénéchal, LeFevre, Smith-Chant, and Colton (2001) stress that this is understandable since oral language activities can be explored in the context of rather informal contexts of interpersonal relationships while letter knowledge, mapping sound to words and reading or printing must have a high structure and intentionality (Sénéchal et al, 2001;Whitehurst, 2001). Beatty (1995) and Schickedanz (1994) believe that the primacy of socioemotional development is in line with a strong tradition in preschool/kindergarten teacher education that concurrently deemphasizes letter recognition, writing or word sound manipulation, despite their significance for learning to read (Adams, 1990;Ehri, 1997;Gunn, Simmons & Kameenui, 1998).…”

Section: Discussionmentioning

confidence: 99%

Emergent literacy beliefs in preschool and kindergarten contexts

Lopes¹,

Fernandes²

2009

L1 Educational Studies in Language and Literature

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Abstract. This study aims to understand how a group of preschool/kindergarten teachers (N = 340) perceives and accomplishes linguistic and literacy oriented practices. Results show that, in a set of literacy and language tasks, teachers tend to value oral driven tasks and seldom engage in activities that relate to teaching the written language. This profile of educators is a reflection of prevalent views in pre-service teacher education and of some of the most common practices in Portuguese preschool and kindergarten classes (ages 3-6) and suggests that teachers have limited scientific knowledge of emergent literacy concepts. It seems that, despite being promoted to university training in the last 20 years, pre-service education does not yet reflect the state of the art in early childhood education. In a set of in-depth interviews (N = 8) we found a close association between the absence of literacy practices and the absence of pre-service specific knowledge about this subject. Participants that report consistent and regular linguistic and literacy oriented practices seem to perceive pre-service education as critical for their commitment to those practices. On the other hand, older teachers and teachers with lower training levels seem to undervalue specific literacy oriented tasks. The opposite seems to happen with younger and more educated teachers. Overall, our study suggests that the contents of pre-service and in-service education induce specific practices in preschool/kindergarten contexts, but it also suggests that this impact may be limited by socialization effects of dominant professional practices. Key words: emergent literacy practices, literacy instruction, teacher training, pre-service teacher education, preschool/kindergarten 6 J. LOPES Τίτλος. Πεποιθήσεις αναδυόμενου γραμματισμού στα πλαίσια της προσχολικής αγωγής Περίληψη. Η μελέτη αυτή επιδιώκει να κατανοήσει πώς μια ομάδα δασκάλων νηπιαγωγείου προσχολικής εκπαίδευσης (Ν=340) αντιλαμβάνεται και υλοποιεί γλωσσικές πρακτικές προσανατολισμένες στο γραμ-ματισμό. Τα αποτελέσματα δείχνουν ότι σε ένα σύνολο έργων γλώσσας και γραμματισμού, οι δάσκαλοι τείνουν να αξιολογούν περισσότερο τις προφορικές και σπάνια επιδίδονται σε δραστηριότητες διδασκα-λίας της γραπτής γλώσσας. Αυτό το προφίλ εκπαιδευτικών καθρεφτίζει τις υπερισχύουσες απόψεις της εκπαίδευσης των εκπαιδευτικών και κάποιες από τις πιο κοινές πρακτικές των Πορτογαλικών τάξεων της προσχολικής εκπαίδευσης (3-6 ετών) και δείχνει ότι οι δάσκαλοι έχουν περιορισμένη επιστημονική γνώ-ση των αντιλήψεων για την ανάδυση του γραμματισμού. Φαίνεται ότι, παρά το γεγονός ότι η εκπαίδευση τους προωθήθηκε στο Πανεπιστήμιο τα τελευταία 20 χρόνια, η εκπαίδευσητων εκπαιδευτικών δεν αντα-νακλά τις τελευταίες εξελίξειςστην εκπαίδευση της πρώτης παιδικής ηλικίας. Σε ένα σύνολο συνεντεύξε-ων εις βάθος (Νο8) βρέθηκε στενή σχέση μεταξύ της απουσίας πρακτικών γραμματισμού και της απου-σίας ειδικών γνώσεων για αυτό το θέμα. Όσοι ανέφεραν συνεπείς και συχνές πρακτικές γλώσσας και γραμματισμού φαίνεται ότι θεωρούν την προ...

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On Refining Theoretical Models of Emergent Literacy The Role of Empirical Evidence

Cited by 175 publications

References 37 publications

A Second Chance in Second Grade: The Independent and Cumulative Impact of First- and Second-Grade Reading Instruction and Students' Letter-Word Reading Skill Growth

A Second Chance in Second Grade: The Independent and Cumulative Impact of First- and Second-Grade Reading Instruction and Students' Letter-Word Reading Skill Growth

Metacognitive Knowledge and Metacognitive Control of Writing Strategy between High- and Low-performing Chinese EFL Writers

Emergent literacy beliefs in preschool and kindergarten contexts

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