Literacy Conversations Between Adults and Children at Child Care: Descriptive Observations and Hypotheses

Rosemary, Catherine A.; Roskos, Kathleen A.

doi:10.1080/02568540209594986

Cited by 13 publications

(5 citation statements)

References 16 publications

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“…This may be due to uncertainty in their beliefs about what methods were appropriate to foster children's early literacy development (Lynch 2009) or diversity in beliefs about the role of print in preschool classrooms (Hindman and Wasik 2008). Rosemary and Roskos (2002) found limited scaffolding of children's literacy knowledge, which had some similarities to the findings of the current study.…”

Section: Resultssupporting

confidence: 64%

An Observational Study of Print Literacy in Canadian Preschool Classrooms

Lynch

2010

Early Childhood Educ J

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The purpose of this study was to examine the role of print literacy in preschool classrooms. There were seven preschool teachers working in central Canada who were observed over three sessions. The process of analytic induction was used to formulate categories based on interviews, classroom observations and documents. The following categories were identified from the data: book engagement and availability, writing engagement, and print displays and materials. There were some consistencies across centres in the availability of print materials; however, variation often existed in the types of interactions with print. For example, in some preschool classrooms, teachers had a more structured approach toward writing development while in others, they did not. Such differences in practice may be attributed to different beliefs and knowledge of early literacy development. The results of this study offer insight on the role of print literacy in preschool classrooms.

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Section: Resultssupporting

confidence: 64%

An Observational Study of Print Literacy in Canadian Preschool Classrooms

Lynch

2010

Early Childhood Educ J

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“…Parent intervention programs (which might represent one-on-one approaches) focused on encouraging increased use of conversational features such as narrative storytelling and responsive turn taking seem to have positive effects on children's vocabulary use (Peterson, Jesso, & McCabe, 1999), but it is unclear whether the special parent-child relationship might be needed for such an intervention to be effective. Thus, more research is needed to find ways to provide preschoolers with extended conversations and challenging talk during the school day as a way to encourage vocabulary development (Rosemary & Roskos, 2002).…”

Section: Teacher Talk In Preschool and Vocabulary Developmentmentioning

confidence: 99%

Effects of a Conversation Intervention on the Expressive Vocabulary Development of Prekindergarten Children

Ruston

Schwanenflugel

2010

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“…This transfer from reading to writing was exemplified by Lancia (1997) who showed how children, 'spontaneously borrow ideas temporarily as they develop their own writing craft ' (p. 471). Other researchers argue that through reading and listening to stories children learn about the language features and organizational aspects of written texts (Perera, 1984;Rosemary and Roskos, 2002). …”

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confidence: 99%

Developing Reading-Writing Connections: The Impact of Explicit Instruction of Literary Devices on the Quality of Children's Narrative Writing

Corden

2007

Journal of Research in Childhood Education

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Title.Developing reading-writing connections: the impact of explicit instruction of literary devices on the quality of children's narrative writing. Abstract.The purpose of this collaborative schools-university study was to investigate how the explicit instruction of literary devices during designated literacy sessions could improve the quality of children's narrative writing. A guiding question for the study was: can children's writing can be enhanced by teachers drawing attention to the literary devices used by professional writers, or mentor authors? The study was conducted with eighteen teachers, working as research partners in nine elementary schools over one school year. The research group explored ways of developing children as reflective authors, able to draft and redraft writing in response to peer and teacher feedback. Daily literacy sessions were complemented by weekly writing workshops where students engaged in authorial activity and experienced writers' perspectives and readers' demands (Harwayne, 1992;May, 2004). Methods for data collection included video recording of peer-peer and teacher-led group discussions and audio recording of teacher-child conferences. Samples of children's narrative writing were collected and a comparison was made between the quality of their independent writing at the beginning and end of the research period. The research group documented the importance of peer-peer and teacher-student discourse in the development of children's metalanguage and awareness of audience. The study suggests that reading, discussing and evaluating mentor texts can have a positive impact on the quality of children's independent writing.

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Literacy Conversations Between Adults and Children at Child Care: Descriptive Observations and Hypotheses

Cited by 13 publications

References 16 publications

An Observational Study of Print Literacy in Canadian Preschool Classrooms

An Observational Study of Print Literacy in Canadian Preschool Classrooms

Effects of a Conversation Intervention on the Expressive Vocabulary Development of Prekindergarten Children

Developing Reading-Writing Connections: The Impact of Explicit Instruction of Literary Devices on the Quality of Children's Narrative Writing

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