Joint Writing in Hebrew of Dictated Words Versus Proper Names: Analysis of Low SES Mother-Kindergartner Dyads

Aram, Dorit

doi:10.1080/02568540209594998

Cited by 22 publications

(29 citation statements)

References 40 publications

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“…The videotapes were transcribed and analyzed according to the cognitive, emotional, and physical contact measures of the interaction developed by Aram (2002) and Levin (2001, 2004).…”

Section: Mother-child Writing Mediation Measuresmentioning

confidence: 99%

“…The nature of joint writing as a challenging literacy task reflects cognitive and emotional mediation characteristics. The cognitive ones (e.g., teaching the child how to retrieve a letter by name) contain a proximity to the basic skills of letter knowledge and grapheme-phoneme mapping (Aram, 2002), and the emotional ones (e.g., creating a warm atmosphere) are more communicational in their nature and are also prevalent in other parent-child task-oriented interactions (e.g., Gonzalez, 1996). As to children's early literacy skills, studies of parent-child literacy interactions have typically associated the quantity and the quality of the interactions with a variety of language and alphabetic skills measurements (for a review, see Scarborough & Dobrich, 1994).…”

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confidence: 99%

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Early Literacy of Kindergartners With Hearing Impairment

Aram

Most

Simon

2008

Topics in Early Childhood Special Education

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The study assessed the value of maternal writing mediation in predicting children's early literacy. Thirty kindergartners with hearing impairment (HI) and their mothers participated. Mothers were videotaped at home while helping their children write words, and the children's early literacy was assessed in the kindergarten. Maternal writing mediation was analyzed in terms of its cognitive and emotional aspects. Results show that beyond the child's age and his or her degree of hearing loss, the cognitive aspects of maternal writing mediation predicted word writing (11%), word recognition (34%), and letter knowledge (35%). Beyond the background measures, the emotional aspects of the mediation predicted word recognition (12%), letter knowledge (14%), and general knowledge (9%). Discussion focuses on writing interactions as a context of early literacy development among kindergartners with HI.

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“…The videotapes were transcribed and analyzed according to the cognitive, emotional, and physical contact measures of the interaction developed by Aram (2002) and Levin (2001, 2004).…”

Section: Mother-child Writing Mediation Measuresmentioning

confidence: 99%

mentioning

confidence: 99%

Early Literacy of Kindergartners With Hearing Impairment

Aram

Most

Simon

2008

Topics in Early Childhood Special Education

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“…Based on mediation features in Aram (2002), maternal utterances were coded using the following categories, and the total number of instances per category were tallied.…”

Section: Writing-specific Mediationmentioning

confidence: 99%

A Comparison Between Homeschooled and Formally Schooled Kindergartners: Children's Early Literacy, Mothers’ Beliefs, and Writing Mediation

2016

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“…The valuable role that parents play in supporting and shaping their children's early writing attempts by providing writing materials and opportunities to use them, giving feedback about writing attempts, and extending and clarifying writing interactions through sensitive mediation is well established in preschool-aged children (Aram, 2002(Aram, , 2007(Aram, , 2010Aram & Levin, 2001, 2002Burns & Casbergue, 1992;DeBaryshe, Buell, & Binder, 1996;Green, 1987;Stellakis & Kondyli, 2004;Yang & Noel, 2006).…”

mentioning

confidence: 97%

“…It also investigated the relationship between maternal print mediation (maternal scaffolding of written letter formation; Aram, 2002) and grapho-phonemic mediation (maternal scaffolding of letter sound connections during word writing; Aram, 2002) and children's emergent literacy skills. It was expected that maternal print and grapho-phonemic mediation during the joint-writing task would be positively associated with emergent literacy skills.…”

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confidence: 99%

Mother–child joint writing in an environmental print setting: relations with emergent literacy

Neumann

Hood

Ford

2011

Early Child Development and Care

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Mother -child dyads (N ¼ 35) were videoed as they wrote a shopping list in an environmental print-rich grocery shop play setting. The children (M age ¼ 4.3 years) were assessed on emergent literacy skills (letter name and sound knowledge, print concepts, phonological awareness, and letter and name writing). Mothers' general level of print and grapho-phonemic mediation during the joint-writing task was scored. After controlling for child age, maternal print and grapho-phonemic mediation of children's writing were both positively related to letter sound knowledge. Grapho-phonemic mediation was positively related to print concepts. A particular focus of this study was to investigate mothers' natural use of surrounding environmental print to scaffold writing. Only four mothers used environmental print to scaffold their child's writing. These mothers applied a variety of strategies including pointing out letters, describing letter shapes, and encouraging copying of letters and words from product labels and signs. There were no obvious differences between those who did or did not use environmental print in demographic factors, emergent literacy skills, or maternal mediation during joint writing. Despite there being only a small number of mothers who used environmental print, the range of strategies observed highlights the need for further research into using environmental print to scaffold children's emergent writing.

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Joint Writing in Hebrew of Dictated Words Versus Proper Names: Analysis of Low SES Mother-Kindergartner Dyads

Cited by 22 publications

References 40 publications

Early Literacy of Kindergartners With Hearing Impairment

Early Literacy of Kindergartners With Hearing Impairment

A Comparison Between Homeschooled and Formally Schooled Kindergartners: Children's Early Literacy, Mothers’ Beliefs, and Writing Mediation

Mother–child joint writing in an environmental print setting: relations with emergent literacy

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