Aram / Korat Literacy Development and Enhancement Across Orthographies and Cultures

1. Auflage 2009
ISBN: 978-1-4419-0834-6
Verlag: Springer-Verlag
Format: PDF
Kopierschutz: Wasserzeichen (»Systemvoraussetzungen)

E-Book, Englisch, 230 Seiten

One key measure of a country's status in the world is the literacy of its people; at the same time, global migration has led to increased interest in bilingualism and foreign language learning as topics of research. Literacy Development and Enhancement Across Orthographies and Cultures reviews international studies of the role of literacy in child development, particularly how children learn their first written language and acquire a second written and spoken one. Comparisons and contrasts are analyzed across eight countries and 11 languages, including English, Spanish, Mandarin, Hebrew, Dutch, and Catalan. Using qualitative and quantitative, established and experimental methods, contributors trace toddlers' development of print awareness, clear up common myths regarding parental involvement and non-involvement in their children's literacy, and suggest how the spelling of words can aid in the gaining of vocabulary. For added relevance to educators, the book includes chapters on early intervention for reading problems and the impact of pedagogical science on teaching literacy. Highlights of the coverage: Letter name knowledge in early spelling development Early informal literacy experiences Environmental factors promoting literacy at home Reading books to young children: what it does-and doesn't do The role of orthography in literacy acquisition among monolingual and bilingual children Gaining literacy in a foreign language Instructional influences on literacy growth Literacy Development and Enhancement Across Orthographies and Cultures adds significant depth and interest to the knowledge base and should inspire contributions from additional languages and orthographies. It belongs in the libraries of researchers and educators involved in cognitive psychology, language education, early childhood education and linguistics.

Autoren/Hrsg.

Aram, Dorit

Korat, Ofra

Inhaltsverzeichnis

1;Dedication;6
2;About the Editors;8
3;Preface;9
4;Contents;14
5;Contributors;16
6;Literacy Development;18
6.1;It’s All in the Name;19
6.1.1;Study I: Random Versus Ambiguous Use of Letters from the Name to Symbolize Meaning;20
6.1.2;Study II: Do Children Generalize Phonetic Writing First to Other Letters from Their Name or Directly to Other Non- name Letters?;23
6.1.3;Study III: How Does Name Writing Influence Children’s Alphabetic– Phonetic Knowledge?;25
6.1.3.1;Writing the First Letter of the Name Phonetically;25
6.1.3.2;Letter Name Knowledge;27
6.1.3.3;Phonetic Sensitivity;27
6.1.3.4;How Does the Ability to Write the Proper Name Promote Alphabetic– Phonetic Writing?;28
6.1.4;In Conclusion;29
6.1.5;References;30
6.2;Learning About Writing Begins Informally;32
6.2.1;Introduction;32
6.2.2;Surface Features of Language;33
6.2.2.1;Children’s Knowledge of the General Surface Features of Print;33
6.2.2.2;Children’s Knowledge of the Surface Features of Words;35
6.2.2.3;Children’s Knowledge of Letters;37
6.2.3;Deeper Features of Language;37
6.2.4;Conclusions and Implications;41
6.2.5;References;42
6.3;The Role of Letter Name Knowledge in Early Spelling Development: Evidence from Brazilian Portuguese;45
6.3.1;Introduction;45
6.3.2;Letter Name Knowledge and Spelling Skills in Brazilian Portuguese: Evidence from Non- literate Children and Adults;46
6.3.3;Two Alternative Views of Early Spelling Development in Brazilian Portuguese;47
6.3.4;A Longitudinal Study of Early Spelling Development in Brazilian Portuguese;49
6.3.5;Early Development of Spelling Skills: Ferreiro’s Stage Model;50
6.3.6;Early Development of Spelling Skills: Ehri’s Phase Model;51
6.3.7;Are Syllabic Spellings Partial Alphabetic Spellings?;53
6.3.8;Discussion and Conclusions;54
6.3.9;Final Remarks;55
6.3.10;References;55
6.4;An Eye for Print: Child and Adult Attention to Print During Shared Book Reading;57
6.4.1;Evolving Nature and the Value of Shared Reading;58
6.4.2;Where Children Are Looking During Shared Reading;59
6.4.3;Parental Coaching Behavior;62
6.4.4;Key Findings and Their Implications;63
6.4.5;References;65
6.5;The Role of Hebrew Letter Names in Early Literacy: The Case of Multi- phonemic Acrophonic Names;68
6.5.1;Study 1;71
6.5.2;Method ;73
6.5.2.1;Participants;73
6.5.2.2;Tasks;73
6.5.2.3;Design and Procedure;76
6.5.3;Results ;76
6.5.3.1;Descriptive Statistics;76
6.5.3.2;Letter Reporting, Letter Spelling, and Phonemic Isolation: Correct Responses;77
6.5.3.3;Letter Reporting and Spelling: Biased Responses;80
6.5.3.4;Individual Differences: Phonemic Isolation and the Effect of Cue Length;81
6.5.4;Study 2;84
6.5.5;Method;85
6.5.5.1;Participants;85
6.5.5.2;Task;85
6.5.6;Results;86
6.5.7;Discussion;86
6.5.8;Appendix 5. A. Words Used for Tests of Letter Reporting, Letter Spelling, and Phoneme Isolation, in Study 1;90
6.5.9;Appendix 5. B. Words Used for Test of Letter Reporting, in Study 2 ( n = 34);91
6.5.10;References;93
7;Promoting Literacy at Home and in School;95
7.1;The Early Childhood Project: A 5-Year Longitudinal Investigation of Children’s Literacy Development in Sociocultural Context;96
7.1.1;Methods Used in the Early Childhood Project;98
7.1.2;The Intimate Culture of a Child’s Home;99
7.1.2.1;Parents’ Beliefs and Children’s Activities;99
7.1.2.2;The Nature of Children’s Engagement with Literacy-Relevant Activities;102
7.1.3;Children’s Literacy Competencies;104
7.1.4;The Relation Between Aspects of the Intimate Culture and Children’s Emerging Competencies;105
7.1.5;Summary;105
7.1.6;References;106
7.2;Early Literacy at Home: General Environmental Factors and Specific Parent Input;108
7.2.1;General Characteristics of Home Environment;109
7.2.2;Parent–Child Literacy;111
7.2.3;Metalinguistic Skills and Literacy Development;114
7.2.4;Summary;118
7.2.5;References;118
7.3;Reading Books to Young Children: What It Does and Does Not Do;121
7.3.1;Shared Reading: What It Does Do;121
7.3.2;Study 1: Learning After Reading a Book Once;123
7.3.3;Study 2: Learning After Reading Book Twice;123
7.3.4;Study 3: Learning After Reading the Book Three Times;124
7.3.5;Study 4: Book Reading Intervention for Children with Language Delays;125
7.3.6;Shared Reading: What It Does Not Do;127
7.3.7;Study 5: Home Literacy and Child Outcomes in English- Speaking Families;127
7.3.8;Study 6: Home Literacy and Child Outcomes in French- Speaking Families;128
7.3.9;Summary;129
7.3.10;Conclusion;131
7.3.11;References;131
7.4;The Making of Literate Families: Considerations of Context and Misconceptions;133
7.4.1;Context;134
7.4.2;Misconceptions;137
7.4.3;Concluding Remarks;142
7.4.4;References;143
7.5;Spellings of Words: A Neglected Facilitator of Vocabulary Learning;146
7.5.1;Possible Ways to Read Words;147
7.5.2;Reading Words from Memory;148
7.5.3;Specific Letters Are Remembered;149
7.5.4;Spellings of Words Influence Speech;150
7.5.5;Vocabulary Learning;151
7.5.6;Two Experiments;151
7.5.7;Experiment with Second Graders;152
7.5.8;Experiment with Fifth Graders;155
7.5.9;Implications for Vocabulary Learning and Instruction;159
7.5.10;References;160
7.6;Early Schooling and Growth of Literacy in the Transition to School;162
7.6.1;The Influence of Preschool Experience on Emergent Literacy;163
7.6.2;Short- and Long-Term Benefits of Preschool Intervention;163
7.6.3;Teacher-Directed Versus Child-Centered Instruction in Preschool: A False Dichotomy;164
7.6.4;From Balanced to Individualized Instruction;165
7.6.5;Dimensions of Instruction;165
7.6.6;Child Factors;166
7.6.7;Child by Instruction Interactions;167
7.6.8;An Intervention to Individualize Instruction in First Grade;168
7.6.9;Conclusions and Implications;170
7.6.10;References;171
8;Bilingualism – Acquiring a Second Spoken and Written Language;174
8.1;Role of Orthography in Literacy Acquisition and Literacy Problems Among Monolinguals and Bilinguals;175
8.1.1;Introduction;175
8.1.2;Study I;178
8.1.3;Study II;179
8.1.4;References;182
8.2;Becoming Literate in a Foreign Language;185
8.2.1;Becoming Literate in a Foreign Language;187
8.2.2;Spoken Representation of Number Inflection;190
8.2.3;Spoken Representation of Locative Derivatives;192
8.2.4;Links Between Spoken Modifications and Written Representations;193
8.2.5;Discussion;195
8.2.6;References;197
8.3;Rudiments of Inflectional Morphology Skills in Emergent English– Hebrew Biliterates;199
8.3.1;Morphological Awareness, Vocabulary, and Literacy Skills;199
8.3.2;MA and Literacy Skills;200
8.3.3;Morphological Processes;200
8.3.4;The Development of Hebrew Morphological Skills in Monolingual Hebrew Speakers;201
8.3.5;MA: L1 and L2 Relations;202
8.3.6;Method ;203
8.3.6.1;Participants;203
8.3.6.2;Procedure;203
8.3.6.3;Measures;203
8.3.7;Results ;205
8.3.7.1;The Development of Morphological Skills;205
8.3.7.2;Correlates of Morphological Skills;205
8.3.7.3;Predictors of Inflectional Morphology;207
8.3.8;Discussion;209
8.3.9;References;211
8.4;Early Identification and Intervention to Prevent Reading Difficulties;213
8.4.1;Early Identification and Intervention to Prevent Reading Difficulties;213
8.4.2;Method ;216
8.4.2.1;Participants;216
8.4.2.2;Kindergarten and Grade 5 Measures;216
8.4.2.3;Reading;216
8.4.2.4;Reading Comprehension;217
8.4.2.5;Spelling;217
8.4.2.6;Phonological Processing;217
8.4.2.7;Lexical Access;218
8.4.2.8;Syntactic Awareness;219
8.4.2.9;Memory;219
8.4.2.10;District Reading Program;219
8.4.3;Results;220
8.4.4;Discussion;223
8.4.5;References;225
9;Teaching and Learning;228
9.1;Whatever Happened to Pedagogical Theory?;229
9.1.1;Method as “What Works”;231
9.1.2;A Theory of Pedagogy;234
9.1.3;Dewey and Progressivism;236
9.1.4;Brunerian Constructivism;237
9.1.5;How Are Pedagogies Related?;238
9.1.6;References;240
10;Index;241