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Signs of emergent literacy in young ...

Galentine, Joy Kimura.

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Signs of emergent literacy in young children.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Signs of emergent literacy in young children./
作者:	Galentine, Joy Kimura.
面頁冊數:	175 p.
附註:	Chairs: Nancy A. Creaghead; Patricia A. Prelock.
Contained By:	Dissertation Abstracts International57-03B.
標題:	Education, Early Childhood. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9622301

Signs of emergent literacy in young children.
Galentine, Joy Kimura.

Signs of emergent literacy in young children. - 175 p.

Chairs: Nancy A. Creaghead; Patricia A. Prelock.

Thesis (Ph.D.)--University of Cincinnati, 1996.

Speech-language pathologists face the challenge of providing quality and holistic assessment and intervention to young children, including literacy development, within the context of the child's natural environments. Though we have a considerable amount of knowledge about preschoolers and elementary school-age children (Beardsley & Marecek-Zeman, 1987; Clay, 1991; Dyson, 1990; Donaldson, 1984; Ferreiro, 1990; Y. Goodman, 1986; Griffith, Klesius, & Kromrey, 1992; Littlejohn & Goetz, 1989; Mason, 1980; McGee, Charlesworth, Cheek, & Cheek, 1982; Pellegrini & Galda, 1994; Price, 1976; Rowe, 1994; Sulzby & Teale, 1991; Teale, Hiebert, & Chittenden, 1987; Watson, Layton, Pierce, & Abraham, 1994, Wiseman, 1984) our knowledge about the literacy skills of young children is limited to a few published ethnographic studies centering around a single child (Baghban, 1984; Sulzby, 1986).Subjects--Topical Terms:

1017530
Education, Early Childhood.

Signs of emergent literacy in young children.
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100 1 $a Galentine, Joy Kimura. $3 1294214
245 1 0 $a Signs of emergent literacy in young children.
300 $a 175 p.
500 $a Chairs: Nancy A. Creaghead; Patricia A. Prelock.
500 $a Source: Dissertation Abstracts International, Volume: 57-03, Section: B, page: 1746.
502 $a Thesis (Ph.D.)--University of Cincinnati, 1996.
520 $a Speech-language pathologists face the challenge of providing quality and holistic assessment and intervention to young children, including literacy development, within the context of the child's natural environments. Though we have a considerable amount of knowledge about preschoolers and elementary school-age children (Beardsley & Marecek-Zeman, 1987; Clay, 1991; Dyson, 1990; Donaldson, 1984; Ferreiro, 1990; Y. Goodman, 1986; Griffith, Klesius, & Kromrey, 1992; Littlejohn & Goetz, 1989; Mason, 1980; McGee, Charlesworth, Cheek, & Cheek, 1982; Pellegrini & Galda, 1994; Price, 1976; Rowe, 1994; Sulzby & Teale, 1991; Teale, Hiebert, & Chittenden, 1987; Watson, Layton, Pierce, & Abraham, 1994, Wiseman, 1984) our knowledge about the literacy skills of young children is limited to a few published ethnographic studies centering around a single child (Baghban, 1984; Sulzby, 1986).
520 $a There is a need to systematically gather literacy-related data on groups of typically developing young children. By recognizing stages of literacy development, we may be able to use Vygotsky's (1934/1962) zones of proximal development to facilitate and enhance a child's whole language development. Further, by knowing what occurs typically, we will be able to recognize and apply appropriate intervention strategies for children with special needs. Speech-Language Pathologists (SLP) are the logical professional to work with these individuals. The SLP has extensive training and background in language acquisition and development, normal and abnormal.
520 $a This study used qualitative research techniques to partially fill this information void. In ethnographic fashion it described the literacy-related behaviors of ten children between the ages of 24 to 30 months. First, the study wanted to determine if toddlers exhibited appropriate behaviors which signaled their underlying knowledge of literacy and use literacy artifacts and tools. Next it described three broad categories of: book handling, markings, and hand grasping behaviors and techniques, in order to develop a profile of what young children did to demonstrate their literacy knowledge. These categories have been described and representational vignettes used enhance the reader's understanding of the children's behaviors. The theoretical and practical implications have been discussed.
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650 4 $a Education, Reading. $3 1017790
650 4 $a Health Sciences, Speech Pathology. $3 1018105
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Psychology, Developmental. $3 1017557
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