ERIC ED327057: Young Children's Discourse Strategies In Using The Story And Information Book Genres: An Analysis Of Kindergartners' Understandings Of Co-Referentiality And Co-Classification. - Info and Reading Options
By ERIC
"ERIC ED327057: Young Children's Discourse Strategies In Using The Story And Information Book Genres: An Analysis Of Kindergartners' Understandings Of Co-Referentiality And Co-Classification." and the language of the book is English.
“ERIC ED327057: Young Children's Discourse Strategies In Using The Story And Information Book Genres: An Analysis Of Kindergartners' Understandings Of Co-Referentiality And Co-Classification.” Metadata:
- Title: ➤ ERIC ED327057: Young Children's Discourse Strategies In Using The Story And Information Book Genres: An Analysis Of Kindergartners' Understandings Of Co-Referentiality And Co-Classification.
- Author: ERIC
- Language: English
Edition Identifiers:
- Internet Archive ID: ERIC_ED327057
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"ERIC ED327057: Young Children's Discourse Strategies In Using The Story And Information Book Genres: An Analysis Of Kindergartners' Understandings Of Co-Referentiality And Co-Classification." Description:
The Internet Archive:
This study investigated young children's development of understanding of two written genre registers, story and information books, by analyzing 5-year-olds' repeated pretend readings of a typical text of each genre. Ten female and 10 male kindergarten students were read 3 books in each genre during their kindergarten year. At each child's reading session, both a storybook and an information book were read and the child was invited to "pretend read" each book after it was read. All sessions were audiotaped. Results indicate the children were successful in re-enacting both genres and were very sensitive to the co-referentiality versus co-classification features of the two books. The ability to sustain the distinctive textual feature of the respective genre in their readings appears to be the same for each child. Book preference appeared to be unrelated, because most children preferred the information book. It is suggested that the preference for stories comes from pedagogy in early literacy, where story reading is emphasized, based on an unexamined ideology about young children's capacities in learning to use non-story language. Such pedagogy is seen as a possible barrier to children's full access to literacy. Transcripts of the children's "readings" are appended. (MSE)
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- Source: Internet Archive
- Internet Archive Link: Archive.org page
- All Files are Available: Yes
- Number of Files: 13
- Number of Available Files: 13
- Added Date: 2014-11-21 03:53:39
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- OCR: ABBYY FineReader 9.0
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