Young children's written language development and oral and written language awareness

Lee, Young‐Ja

doi:10.1080/0300443930850111

Cited by 4 publications

(4 citation statements)

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“…Young children leam the rudiments of oral and written languages best through play in daily life context (Cazden, 1981;Lee and Lee, 1990a, 1990b, 1996a, 1996bTizard, 1981;Schickedanz, 1986;Sulzby, 1985;Teale and Sulzby, 1986). Therefore, the ideal strategy for young children's language development is to prepare play environments suitable for young children to use oral and written language naturally while playing with peers or adults.…”

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confidence: 97%

The Role of the Play Environment in Young Children's Language Development∗

Lee

1997

Early Child Development and Care

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confidence: 97%

The Role of the Play Environment in Young Children's Language Development∗

Lee

1997

Early Child Development and Care

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“…Task genre or context was likely influenced by age, as studies using more scaffolded and closed‐ended prompts were often done with younger children (i.e., preschool; Y.‐J. Lee, ; Yaden & Tardibuono, ), whereas more open‐ended tasks were used with older children (i.e., kindergarten; Dyson, ; Staples & Edmister, ). In light of research demonstrating that children's writing is task dependent (Bus et al., ; Gerde & Bingham, ; Puranik & Lonigan, ), this finding was expected.…”

Section: Resultsmentioning

confidence: 99%

The Nature and Measurement of Children's Early Composing

Quinn

Bingham

2018

Reading Research Quarterly

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Young children's writing development (i.e., writing occurring in preschool and kindergarten prior to the skilled, fluent writing associated with formal schooling) is an important predictor of later literacy achievement. Current policy movements, such as the Common Core State Standards, invoke increased composing demands, yet research has often focused on children's growing ability to transcribe (e.g., form letters, spell words) rather than their ability to compose text and generate ideas. The current study examined literature from the past 30 years to determine the prevailing operational definitions of early composing and the ways in which composing has been measured to date. Given inclusion criteria, the authors collected and coded articles to determine trends and prevailing approaches (n = 445). Findings revealed that various theoretical and conceptual frames influenced approaches to assessing children's composing, yielding little shared understanding of the nature and development of early composing. Findings also revealed that tasks used to measure children's early composing development have not always aligned with theoretical notions of early writing, nor have they been properly operationalized in psychometrically sound, valid, and reliable ways. Further, analyses of trends across time yielded insight into the evolving conceptualizations and prioritization of particular aspects of early composing, such as the focus on children's use of conventional encoding in a composing task context. Implications for practice are discussed in light of these findings.

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“…As children become involved in various oral language activities on a daily basis with parents, visitors, siblings, extended family members, and peers, they develop phonemic awareness, print concepts, alphabet symbols, and the structure of language. Talking experiences with people in their society assist children to build basic linguistic concepts, which leads them to be more successful readers and writers (Caserta-Henry, 1996;Juel, 1991;Lee, 1992;Lee, 1993;McGee & Richgels, 1996;Klesius, Griffith, & Zielonka, 1991;Rosberg, 1995). Halliday (1974) and Newman (1985) support Korean parents' view that language acquisition is an active interpersonal process and is the product of oral language interaction.…”

Section: Korean Culture and Language Experiencesmentioning

confidence: 99%

The role of korean parents in the literacy development of their children

Lee

2002

IJEC

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This article identifies and analyzes a majorfactor contributing to Korean children's early literacy development, namely, Korean parents' significant involvement in early oral language development, a practice that supports emergent literacy theory as advanced by Marie Clay (1967) and supported by Teale and Sulzby (1989), Taylor (1993), and others. The article claims that the Korean culture and parents' views support the emergent literacy theorists and also contribute to children's reading and language abilities. ResumenEste articulo identifica y analiza un factor principal que contribuye al desarrollo de la lecto-escritura temprana de los niiios Koreanos, el apoyo significtive de los padres en el desarrollo temprano dellenguaje oral, una practica que apoya la teoria de la lecto-escritura emergente porpuesta por Mary Clay (1967) y respaldada por Teale y Sulzby (1989), Taylor (1993) y otros. EI articulo sostiene que la cultura Koreana y la vision de los padres apoyan a los teoricos de la lecto-escritura emergente y tambien contribuyen a las habilidades de lenguaje y lectura de los niiios.

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Young children's written language development and oral and written language awareness

Cited by 4 publications

References 4 publications

The Role of the Play Environment in Young Children's Language Development∗

The Role of the Play Environment in Young Children's Language Development∗

The Nature and Measurement of Children's Early Composing

The role of korean parents in the literacy development of their children

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