Literate discourse and cognitive organization: Some relations between parents' talk and 3-year-olds' thought

Abstract

Implicit in much work on literate discourse and its consequences is the question of what relation exists between forms of discourse and cognitive organization. The focus of this article is the relation between specific features of literate discourse and paradigmatic organization in children's thought. Nineteen parent-child dyads were videotaped during bookreading when the child was 2'/2 years old. Three levels of object labels and reference to propositional attitudes were coded in parents' talk during bookreading episodes with their children. Three measures of paradigmatic organization in the child's thought were obtained at age 3'/2. The features of parents' talk were then correlated with measures of the child's thought. A significant correlation was found between superordinate level labels in parents' talk and all three measures of children's paradigmatic organization, but basic and subordinate level labels were not correlated. Parents' use of cognitive verbs and verbs referring to labeling and interpretation were also correlated with children's paradigmatic organization. The results are interpreted as indicating situationspecific organizational preferences in talk and thought.

Joint Book Reading Makes for Success in Learning to Read: A Meta-Analysis on Intergenerational Transmission of Literacy

“…There is also, however, a more fundamental reason to focus on the frequency of book reading: The frequency of reading has been shown to be related to qualitative characteristics of book reading; many qualitative differences, such äs the parents' attempts to evoke a response from the child, do not refer to differences in parental reading style but to differences in the frequency of book reading (Bus & van Uzendoorn, in press). There are, of course, differences in reading style among parents which may determine the outcome of book reading (e.g., Watson, 1989;Watson & Shapiro, 1988); however, the small number of studies on qualitative differences in book reading focused on a large variety in behavior, which makes it impossible to carry out a meta-analysis.…”

Discurso Educativo Letrado De Professoras Alfabetizadoras De Diferente Perfil Pedagógico

“…O discurso letrado é o discurso oral associado às atividades com textos escritos, em particular, às atividades de leitura, análise e interpretação de textos (OLSON; WATSON, 1989WATSON, , 1996WATSON, , 2002. Forma parte das características desses usos da linguagem para falar sobre textos escritos a formulação de perguntas sobre informação conhecida; a solicitude de nomear e descrever; o uso de verbos que se referem a estados cognitivos, emocionais e aos usos da linguagem (TORRANCE; OLSON, 1987;WATSON, 1989WATSON, , 2002.…”

“…Forma parte das características desses usos da linguagem para falar sobre textos escritos a formulação de perguntas sobre informação conhecida; a solicitude de nomear e descrever; o uso de verbos que se referem a estados cognitivos, emocionais e aos usos da linguagem (TORRANCE; OLSON, 1987;WATSON, 1989WATSON, , 2002.…”

“…Segundo Watson (1989), o uso de verbos metalinguísticos, como significar ou querer dizer, nas típicas perguntas de definição de palavras, de verbos metacognitivos (ou que se referem a estados mentais), como saber, compreender, lembrar e pensar, ou de verbos que se referem a estados afetivos, como querer ou gostar, revelam uma atitude ou postura analítica e interpretativa no discurso próprias dos usos da linguagem para pensar sobre, a partir de e a propósito dos textos escritos. Watson (2002) salienta que essas são as ferramentas necessárias para resolver os problemas que a comunicação escrita cria.…”

“…Por isso, os pesquisadores concordam em salientar que essas características se superpõem com aquelas próprias do discurso educativo (ASTINGTON; WATSON, 1989WATSON, , 2002. Aliás, que são parte vital do discurso educativo (ASTINGTON; ) e que aprender esses usos da linguagem (para falar sobre textos escritos) é tão importante quanto a aprendizagem das habilidades de leitura e de escrita (OLSON; .…”