Literaturnachweis - Detailanzeige
| Autor/in | Kamberelis, George |
|---|---|
| Titel | Coordinating Reading and Writing Competencies during Early Literacy Development. |
| Quelle | (2002), (26 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Case Studies; Developmental Stages; Emergent Literacy; Primary Education; Reading Processes; Reading Writing Relationship; Writing Processes |
| Abstract | At any given time, any given child may hold different, even competing, understandings of the strategies and processes involved in reading, writing, and coordinating the two. And different children's developmental paths may differ in significant ways even though they eventually achieve common outcomes. Different developmental paths notwithstanding, a central developmental accomplishment of the common outcome of becoming "conventionally" literate is the coordination of encoding/production processes and decoding/comprehension processes that allow an individual to move fluidly and flexibly across writing and reading tasks. A study was designed to document with considerable precision just how children work through the "impasse" indexed by the "production-ahead-of-comprehension" pattern. Specifically, it mapped changes in children's overt actions and inferred cognitive processes while working on specific writing-reading tasks between the time when they could write alphabetically encoded texts but not readily read them back and the time when they could both write and read alphabetically encoded texts fluently. Microgenetic case studies (i.e., intensive, mini-longitudinal studies) were conducted with 24 children with a mean age of 6 years, 4 months. Findings suggest: (1) a unique role of knowledge about phoneme-grapheme relations during this transitional process; (2) children's intense focus on linguistic units smaller than a word at the coordination point may have served multiple functions; (3) concept of word seems to play a particularly crucial role in the coordination of writing and reading competencies; and (4) the process of coordinating writing and reading competencies is an emergent, complex, multidimensional, and dynamic process. (Contains 21 references and 4 figures.) (NKA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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