Using turns at story “reading” as scaffolding for learning

Pappas, Christine C.; Brown, Elga

doi:10.1080/00405848909543388

Cited by 5 publications

(3 citation statements)

References 12 publications

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“…Scaffolding refers to a conversational strategy in which people build on and extend each other's statements and contributions. Studies of parent-child interaction (e.g., Bruner 1983), storybook reading (e.g., Pappas andBrown 1989, Snow 1983), and dialogue journals (Staton and Shuy 1988), among others, have suggested that scaffolding may be linked to language development, reading and writing development, and academic achievement. However, the studies have tended to treat scaffolding as a unitary phenomena based on a contiguous model of scaffolded actions (people immediately building on each other's statements).…”

Section: Instructional Conversations and Intellectual Processes Relatmentioning

confidence: 99%

Educational Contexts of Literacy

Bloome¹,

Green²

1991

Ann Rev Appl Ling

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Recent research on educational contexts of literacy has focused primarily on a set of central issues and debates: definitions of literacy; basic cognitive, social, and linguistic processes involved in reading and writing; the efficiency and value of various pedagogical approaches and instructional materials; assessment of reading and writing achievement; and access to literacy learning opportunities for students outside the dominant culture and language. These debates and issues have been discussed in previous reviews of research on literacy in the Annual Review of Applied Linguistics (Grabe 1990, Kaplan, et al. 1984, Srivastava 1990), in recent handbooks of research (e.g., Barr, et al. 1991, Flood, et al. 1991, Pearson, et al. 1984), in major educational research journals (e.g., Applebee 1984, Clifford 1984, Dole, et al. 1991, Erickson 1984), in reviews commissioned by professional education and research organizations (e.g., Adams 1990, Anderson, et al. 1985, Goodman, et al. 1988, Hillocks 1986), and in other articles in this volume.

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Section: Instructional Conversations and Intellectual Processes Relatmentioning

confidence: 99%

Educational Contexts of Literacy

Bloome¹,

Green²

1991

Ann Rev Appl Ling

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“…Past research has focused on how picture information and memory combine to help children create oral readings that approximate the language contained in the printed words (Carger, 1993;Pappas & Brown, 1989;Putnam, 1989;Sulzby, 1985). However, deviations from the text of the printed words can also provide a window on important emergent reading processes.…”

Section: Importations In Emergent Readingmentioning

confidence: 99%

“…Most emergent reading research has focused on the match between children's emergent readings and the original text (Holdaway, 1979;Pappas & Brown, 1989;Sulzby, 1985). The study reported here is intended to explore importations of nontext information into emergent readings.…”

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confidence: 99%

Importations in Preschoolers' Emergent Readings

Elster

1995

Journal of Reading Behavior

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Emergent readers draw on a variety of information sources, most notably book illustrations and memory for text that has been read aloud by adults. The present study examines material imported into emergent readings-material that is not contained in the original written text of a book-as evidence of the types of information emergent readers use. Emergent readings of three different books were collected from 33 preschool children after they had heard the stories read repeatedly in class. Imported information in emergent readings was identified, classified, and counted. Results showed four sources of nontext importations in the emergent readings: material from illustrations, from prior read-aloud sessions, from personal experience and background knowledge, and from other texts. Furthermore, readings that were closest to the original text language and content contained the most, rather than the fewest, importations, suggesting that importation of nontextual information is not an indicator of immature emergent reading. Emergent readers' integration of visual and nonvisual sources of information highlights the continuity from emergent to alphabetic reading. A call is made for further research on importations in emergent and alphabetic reading.Jill, a five-year-old child in a Head Start program, was reading aloud from Just Me and My Dad, one of the popular "little critter" picture books (1977) by Mercer Mayer. She had heard the book read aloud three times by her teacher in class. As she read the book, Jill produced her own version of the text language: for example, "I took the bricks [sticks, wood], and dad fired it [lit the fire]." But in addition to text information, she also brought information from other sources. She brought in information from the pictures, which provide an extension of the written text: "He got locked up," while pointing to the picture of the little critter tangled 65

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Reading a tale of deception, learning a theory of mind?

Ratner¹,

Olver²

1998

Early Childhood Research Quarterly

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Using turns at story “reading” as scaffolding for learning

Cited by 5 publications

References 12 publications

Educational Contexts of Literacy

Educational Contexts of Literacy

Importations in Preschoolers' Emergent Readings

Reading a tale of deception, learning a theory of mind?

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