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A comparison of two cultures' comple...

Pine, Nancy.

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A comparison of two cultures' complex graphical knowledge prerequisite to literacy.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A comparison of two cultures' complex graphical knowledge prerequisite to literacy./
作者:	Pine, Nancy.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1993,
面頁冊數:	269 p.
附註:	Source: Dissertation Abstracts International, Volume: 53-12, Section: A, page: 4235.
Contained By:	Dissertation Abstracts International53-12A.
標題:	Bilingual education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9312570

A comparison of two cultures' complex graphical knowledge prerequisite to literacy.
Pine, Nancy.

A comparison of two cultures' complex graphical knowledge prerequisite to literacy. - Ann Arbor : ProQuest Dissertations & Theses, 1993 - 269 p.

Source: Dissertation Abstracts International, Volume: 53-12, Section: A, page: 4235.

Thesis (Ph.D.)--The Claremont Graduate University, 1993.

Graphical samples collected from two- and three-year-old preliterate children demonstrate that young children have absorbed considerable basic literacy knowledge from their cultures long before they are intentionally taught to read. The sample, collected in China and the United States because of the dramatically different writing systems, is comprised of 75 children from each country--25 from three geographically separated locations in China and three in the United States. The sample includes 68 two-year-olds and 82 three-year-olds. Each child, provided the same type of pencil and papers, was asked individually to try to write something "just like your parents do." The resulting graphical marks were analyzed for similarities to their own culture's writing systems and then compared with the graphical marks made by the children from the other country. Results show statistically significant differences between the prewriting of the Chinese and U.S. children on three interval ratio variables and on a composite of shape variables derived through discriminate analysis.Subjects--Topical Terms:

2122778
Bilingual education.

A comparison of two cultures' complex graphical knowledge prerequisite to literacy.
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245 1 2 $a A comparison of two cultures' complex graphical knowledge prerequisite to literacy.
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500 $a Source: Dissertation Abstracts International, Volume: 53-12, Section: A, page: 4235.
500 $a Chair: John Regan.
502 $a Thesis (Ph.D.)--The Claremont Graduate University, 1993.
520 $a Graphical samples collected from two- and three-year-old preliterate children demonstrate that young children have absorbed considerable basic literacy knowledge from their cultures long before they are intentionally taught to read. The sample, collected in China and the United States because of the dramatically different writing systems, is comprised of 75 children from each country--25 from three geographically separated locations in China and three in the United States. The sample includes 68 two-year-olds and 82 three-year-olds. Each child, provided the same type of pencil and papers, was asked individually to try to write something "just like your parents do." The resulting graphical marks were analyzed for similarities to their own culture's writing systems and then compared with the graphical marks made by the children from the other country. Results show statistically significant differences between the prewriting of the Chinese and U.S. children on three interval ratio variables and on a composite of shape variables derived through discriminate analysis.
520 $a The study is grounded in the work of Halliday in the social semiotic of oral language, of Regan in nonverbal and visual knowledge, and of Gardner in early symbolization. Properties of prewriting were developed by the constant comparative method over four phases. This effort resulted in an analytical system for coding 33 variables of the children's marks. Descriptive information regarding the testing situations in both countries provides a basis for judging the reliability of the cross-cultural testing. Implications for teachers and teacher researchers are included.
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