Book reading with preschoolers: Coconstruction of text at home and at school

Dickinson, David K.; Temple, Jeanne M. De; Hirschler, Julie A.; Smith, Miriam W.

doi:10.1016/0885-2006(92)90025-t

Cited by 91 publications

(62 citation statements)

References 18 publications

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“…Dickinson et ses collaborateurs (Dickinson et Smith, 1994;Dickinson, De Temple, Hirschler et Smith, 1992) ont mené deux études portant sur la distinction entre les interactions contextualisées, c'est-à-dire celles qui mettent l'accent sur l'information immédiatement disponible dans le texte ou sur l'illustration et les interactions décontextualisées qui accordent plus d'importance aux informations allant au-delà du texte.…”

Section: éTudes Sur La Décontextualisation Lors De La Lecture D'histounclassified

Les interactions lors de la lecture d’histoires en première année

Beaudoin

Giasson

Boisclair

1997

Nouveaux c@hiers de la recherche en éducation

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Réalisée auprès de dix enseignantes de première année et de quarante enfants fréquentant leur classe, la présente étude s’intéresse à la nature des interactions enseignante-élèves soulevées lors de la lecture d’une histoire. Celles-ci ont été classées selon leur niveau de décontextualisation. De cette manière, nous avons jugé pertinent de faire la distinction entre deux types de verbalisations : 1) les interactions décontextualisées accordant plus d’importance aux informations allant au-delà du texte et voulant être, par le fait même, cognitivement stimulantes, 2) les interactions contextualisées mettant l’accent sur l’information immédiatement disponible dans le texte ou sur l’illustration et faisant ainsi appel à des habiletés cognitives de niveau inférieur. Les résultats obtenus indiquent que les enseignantes recourent davantage à des interventions décontextualisées que contextualisées. De plus, le même phénomène a été observé chez leurs élèves qui, comme le prouvent nos analyses, ont tendance à imiter leur enseignante.This study, conducted with ten first-grade teachers and forty children in their classes, was concerned with the nature of teacher-pupil interaction elicited during story reading. These interactions were classified according to their degree of decontextualization. Thus we found it appropriate to distinguish between two kinds of verbalization: 1) non-context-bound interactions, assigning more importance to information beyond the text and aiming thereby to be cognitively stimulating; 2) context-bound interactions, emphasizing information immediately available from the text or the illustration and thereby calling upon lower-level cognitive abilities. The results obtained indicate that teachers tend to resort more to non-context-bound than context-bound interventions. Moreover, the same phenomenon was observed among their pupils who, as shown by our analyses, tend to imitate their teacher.Este estudio ha sido efectuado con diez profesores de primer grado y cuarenta niños que asisten a sus clases. El estudio trata sobre la naturaleza de la interacción profesoralumno surgida en la lectura de una historia. Esta interacción ha sido clasificada según su nivel de descontextualización; de esta manera, hemos creído pertinente hacer la distinción entre dos tipos de verbalización: 1) La interacción descontextualizada da más importancia a las informaciones que van más allá del texto y que pretenden ser, por el mismo hecho, cognitivamente estimulantes. 2) La interacción contextualizada hace énfasis sobre la información disponible inmediatamente en el texto o en las ilustraciones, recurriendo asi a las habilidades cognitivas de nivel inferior. Los resultados obtenidos indican que los docentes recurren más a intervenciones descontextualizadas que a aquellas en contexto. Además, el mismo fenómeno ha sido observado en sus alumnos quienes, tal como lo demuestran nuestros análisis, tienen tendencia a imitar a sus profesores.Die vorliegende Untersuchung wurde bei zehn Lehrerinnen der ersten Klasse und vierzig ihrer Sch...

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Section: éTudes Sur La Décontextualisation Lors De La Lecture D'histounclassified

Les interactions lors de la lecture d’histoires en première année

Beaudoin

Giasson

Boisclair

1997

Nouveaux c@hiers de la recherche en éducation

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“…latino father involvement in emergent literacy development Although researchers have attempted to exam ine fathers' participation in early literacy development, there are few empirical studies focusing exclusively on Latino fathers. As noted by Dickinson, DeTemple, Hirschler, and Smith (1992), past researchers viewed mothers as primary caregiv ers and assumed that teaching young children to read and write was one item on mothers' laundry list of responsibilities. As such, although several studies have emerged on Latino family involvement in children's literacy development, these investiga tions have mostly examined maternal contributions (OrdoñezJasis & Ortiz, 2006;Ortiz, 2004;Ortiz & OrdoñezJasis, 2005).…”

Section: Latino Father Involvementmentioning

confidence: 99%

Paternal Support of Emergent Literacy Development: Latino Fathers and Their Children

Taylor¹

2011

PsiChiJournal

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“…Storybook reading provides children with models for decontextualized language (Dickinson, Temple, Hirschler, & Smith, 1992).…”

Section: Research Supporting the Importance Of Meaning-related Skillsmentioning

confidence: 99%

Supporting Young Children's Language Learning through Teachers' Use of Evidence-Based Instructional Strategies

Vukelich¹

2015

Pac Early Child Educ Res Assoc

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Much is known about the skills that young children need to be successful readers. The literature identifies two kinds of skills that are key to young children's language and literacy development: meaning-related skills and code-related skills. This article focuses on one of these key skills: meaningrelated skills. It provides an overview of what is known about the importance of young children's language development to children's success as readers and describes several evidence-based instructional strategies (strategies that researchers have shown to have a positive impact on children's language learning) that early childhood teachers should use to support children's language development.By using the described strategies, early childhood educators can ensure that their teaching is in harmony with current research findings and that they are providing their young learners with the very best meaning-related skill instruction known today.

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Book reading with preschoolers: Coconstruction of text at home and at school

Cited by 91 publications

References 18 publications

Les interactions lors de la lecture d’histoires en première année

Les interactions lors de la lecture d’histoires en première année

Paternal Support of Emergent Literacy Development: Latino Fathers and Their Children

Supporting Young Children's Language Learning through Teachers' Use of Evidence-Based Instructional Strategies

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