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Adult-child-text interactions in a v...

Dawes, Erika Thulin.

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Adult-child-text interactions in a volunteer read-aloud program.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Adult-child-text interactions in a volunteer read-aloud program./
作者:	Dawes, Erika Thulin.
面頁冊數:	316 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1581.
Contained By:	Dissertation Abstracts International64-05A.
標題:	Education, Reading. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3091240

Adult-child-text interactions in a volunteer read-aloud program.
Dawes, Erika Thulin.

Adult-child-text interactions in a volunteer read-aloud program. - 316 p.

Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1581.

Thesis (Ed.D.)--Columbia University Teachers College, 2003.

The purpose of this study was twofold: to address the current lack of research on volunteer programs in public schools and to examine the reflexive interactional patterns of read-aloud events. This study occurred in the context of the Power Lunch program, which matches adult volunteers with public school children for weekly one hour read-aloud sessions. Grounded in a sociocultural framework, this interpretive study examined the adult-child-text interactions of eleven reading partnerships, including single session observations and an extended observational study of one partnership. Data collected included textual materials used with volunteers; observations of read-aloud sessions; and interviews with program participants. The system of discourse analysis employed in this study focuses on how socially-situated identities and activities are constructed through language interactions, and offered a way to identify what counts as literacy learning in these partnerships. An analysis of the patterns of representations in program texts reveals the organizational context for the interactions. Power Lunch is positioned as an efficient successful program focusing on the acquisition of literacy skills vital to the success of our nation and children's futures. Child participants in the program are positioned as neglected deprived children who are "at-risk" for school and life failure. Power Lunch volunteers are positioned as upstanding citizens, successful in work and life, who are willing to spend time mentoring a child's literacy development. Analysis of interactional data revealed that through the situated nature of their interactions, partners assembled meanings about their world, constructing text, sign systems and knowledge, adults, children, adult-child relationships, learning, and reading in diverse ways. Data gathered in the extended observational study of one partnership indicated stable interactional patterns. There was a strong focus on social connection in their sessions; talk and reading became vehicles for affective connections through the sharing of experiences. The findings of this study support theories of literacy as ideological and socially constructed. In Power Lunch, the organizational texts position volunteers as people with potential to greatly influence children's lives. The ways in which volunteers enact this motivation to teach vary according to their own conceptions of literacy and their own teaching and learning experiences.Subjects--Topical Terms:

1017790
Education, Reading.

Adult-child-text interactions in a volunteer read-aloud program.
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