The Cradle of Culture and What Children Know About Writing and Numbers Before Being

Tolchinsky, Liliana

doi:10.4324/9781410607195

Cited by 161 publications

(164 citation statements)

References 0 publications

Supporting

Mentioning

133

Contrasting

Unclassified

Order By: Relevance

“…For more than three decades, case studies of children"s early writing development have documented the interplay of intention and convention (Rowe, 2003) as children face and resolve discrepancies in their emerging hypotheses about the alphabetic system (Ferreiro & Teberosky, 1982;Tolchinsky 2003) when confronted cognitively by a new aspect of convention in print (Martens, 1996;Tolchinsky, 2003) or when confronted socially by the questions or comments of a peer (Condon & Clyde, 1996;Rowe, 1994). Careful observation in individual case studies provides further documentation that children write texts for their own purposes based on logical hypotheses about alphabetic principles that reflect their phonological understandings of words (Bissex, 1980, Ferreiro &Teberosky, 1982Read, 1975;Tolchinsky, 2003;Wilde, 1991).…”

Section: Intention and Conventionmentioning

confidence: 99%

See 1 more Smart Citation

From “What Did I Write?” to “Is this Right?”: Intention, Convention, and Accountability in Early Literacy

Wohlwend

2008

The New Educator

View full text Add to dashboard Cite

When children enter public kindergartens in the current atmosphere of high stakes testing, they often encounter an emphasis on correctness that casts doubt on the integrity of their personally invented messages, prompting them to ask not "What did I write?" but "Is this right?" This ethnographic case study examines early writing by 23 kindergarten children within the context of their free-writing time and their teacher"s plan to restore intention to compensate for a mandated curriculum that overemphasized convention. Children"s writing samples were analyzed before and after the teacher introduced peer sharing, a strategy aimed at reestablishing the children"s communicative intent.

show abstract

Section: Intention and Conventionmentioning

confidence: 99%

“…Careful observation in individual case studies provides further documentation that children write texts for their own purposes based on logical hypotheses about alphabetic principles that reflect their phonological understandings of words (Bissex, 1980, Ferreiro &Teberosky, 1982Read, 1975;Tolchinsky, 2003;Wilde, 1991).…”

Section: Intention and Conventionmentioning

confidence: 99%

From “What Did I Write?” to “Is this Right?”: Intention, Convention, and Accountability in Early Literacy

Wohlwend

2008

The New Educator

View full text Add to dashboard Cite

show abstract

“…Una primera discriminación entre motivado y arbitrario se hace a partir de las propiedades contrastadas de ambos sistemas: la linealidad juega un rol importante, así como el carácter continuo o discreto de las unidades gráficas (Harris, 1995;Martí, 2003;Tolchinsky, 2003). Los resultados de nuestro estudio en su conjunto muestran que esta diferenciación podría establecerse más tempranamente.…”

Section: Discussionunclassified

“…Al igualar la cantidad de unidades gráficas, se elimina la posibilidad de usar la cantidad mínima de caracteres como criterio de selección y no resulta muy sencillo en una primera etapa de adquisición distinguir las unidades del alfabeto latino y del sistema arábigo de numeración solamente por sus características gráficas y espaciales. En realidad, su identificación plena es una cuestión de convención cultural y familiaridad (Brenneman et al, 1996;Tolchinsky, 2003) que, a pesar de que se inicia en prácticas educativas informales en el contexto familiar, requiere de aprendizaje formal para potenciar su adquisición.…”

Section: Discussionunclassified

See 1 more Smart Citation

Influencia de la Cantidad y el Nombre de las Unidades Gráficas en el Reconocimiento y la Diferenciación Precoz Entre Dibujo, Escritura y Numerales

Gariboldi

Salsa

2016

Psykhe (Santiago)

View full text Add to dashboard Cite

Este estudio investigó la influencia de la cantidad y el nombre de las unidades gráficas en el reconocimiento y la diferenciación entre dibujo, escritura y numerales en niños de 2, 3 y 4 años. Se asignó a una muestra por conveniencia de 90 niños de 4 jardines de infantes de Rosario, Argentina, a 2 condiciones para resolver una tarea de clasificación con tarjetas: una condición experimental con un dibujo, palabras de 3 letras distintas y numerales de un dígito, y una condición control con 3 unidades gráficas distintas en cada representación. Análisis de varianza y la prueba t de Student muestran que los niños podrían discriminar dibujo de escritura y numerales a los 2 años, con un mejor desempeño en la condición experimental. Los niños de 3 años estarían elaborando las diferencias entre los sistemas arbitrarios: reconocieron escritura y numerales de un dígito, pero también eligieron numerales en vez de letras y viceversa. A los 4 años la discriminación entre los sistemas fue clara y no estuvo asociada con el conocimiento del nombre de las unidades de los sistemas arbitrarios. Palabras clave: dibujo, escritura, numerales, diferenciaciónThis study investigated the influence of the quantity and name of graphic units on the recognition and differentiation between drawing, writing, and numerals in 2-, 3-and 4-year-old children. Ninety children from 4 preschools in Rosario, Argentina, recruited using convenience sampling, were assigned to 2 conditions in order to solve a card classification task: an experimental condition with one drawing, words with 3 different letters, and one-digit numerals, and a control condition with 3 different graphic units in each representation. Variance analyses and Student's t test show that children were able to discriminate drawing from writing and numerals at 2 years, achieving better performance in the experimental condition. Three-year-olds may be acquiring the distinction between arbitrary systems: they recognized writing and one-digit numerals, but also chose numerals instead of letters and vice versa. At 4 years of age, the differentiation between systems was clear and was not associated with knowledge of the names of the units of the arbitrary systems.

show abstract

Early Literacy Among Zambian Second Graders: The Role of Adult Mediation of Word Writing in Bemba

Kalindi

McBride

Lin

2017

Reading Research Quarterly

View full text Add to dashboard Cite

A B S T R A C TConsidering the importance attached to writing as a life skill, this study investigated the nature and variability of adults' aid to Zambian second graders in the context of shared writing in Bemba (first language), and the relations between this support and students' literacy and cognitive-metalinguistic skills. Fifty-seven children and their caregivers were videotaped while writing word items in Bemba. To document the adults' literate mediation (i.e., lettersound correspondences) and print mediation (i.e., letter formation), the adult support was coded at the letter level, and demand for precision mediation (i.e., expectation for correcting writing errors) was coded at the word level. Results revealed that the adults provided diverse but mostly low-level support for literate and print mediation dimensions. In contrast, the adults also provided high-level support for the demand for precision dimension. Overall, adult literate support uniquely explained children's word reading and writing, including orthographic awareness and alphabet sound knowledge, and print support explained children's alphabet knowledge and orthographic awareness. Furthermore, demand for precision support was also linked to students' word reading and phonological awareness. Thus, despite providing low-level writing support, adult support was associated with children's literacy and language-related skills. The results also underscore the potential importance of caregivers as literacy resources to enhance acquisition of literacy skills in an orthography and region not commonly investigated (i.e., Bemba in subSaharan Africa).A great deal of research has demonstrated the importance of cognitive/metalinguistic abilities in early reading development across different cultures and languages (see, e.g.,

show abstract

The Cradle of Culture and What Children Know About Writing and Numbers Before Being

Cited by 161 publications

References 0 publications

From “What Did I Write?” to “Is this Right?”: Intention, Convention, and Accountability in Early Literacy

From “What Did I Write?” to “Is this Right?”: Intention, Convention, and Accountability in Early Literacy

Influencia de la Cantidad y el Nombre de las Unidades Gráficas en el Reconocimiento y la Diferenciación Precoz Entre Dibujo, Escritura y Numerales

Early Literacy Among Zambian Second Graders: The Role of Adult Mediation of Word Writing in Bemba

Contact Info

Product

Resources

About