Children s Early Text Construction

Research on children's early writing development has suggested changing educational practices concerning text construction. First,the discovery ofyoungchildren's autonomous activity aboutnotational and writing systems doesnot mean that ...

Children s Early Text Construction

For decades, research on children's literacy has been dominated by questions of how children learn to read. Especially among Anglophone scholars, cognitive and psycholinguistic research on reading has been the only approach to studying written language education. Echoing this, debates on methods of teaching children to read have long dominated the educational scene. This book presents an alternative view. In recent years, writing has emerged as a central aspect of becoming literate. Research in cognitive psychology has shown that writing is a highly complex activity involving a degree of planning unknown in everyday conversational uses of language. At the same time, developmental studies have revealed that when young children are asked to "write," they show a surprisingly sophisticated understanding of the representational constraints of alphabetic writing systems. They show this understanding long before they can read conventional writing on their own. The rich structure of meanings involved in the word text provided the glue that brought together a group of scholars from several disciplines in an international workshop held in Rome. Reflecting the state of the field at the time, the majority of the workshop participants were scholars working in languages other than English, especially the romance languages. Their work mirrors a linguistic and psychological research tradition that Anglophone scholars knew little of until recently. This volume provides English-language readers with updated versions of the papers presented at the meeting. The topics discussed at the workshop are represented in the chapters as follows: * the relationship between acquisition of language and familiarity with written texts; * the reciprocal "permeability" between spoken and written language; * the initial phases of text construction by children; and * the educational conditions that facilitate written language acquisition and writing practice.

More Books:

Children's Early Text Construction
Language: en
Pages: 384
Authors: Clotilde Pontecorvo, Margherita Orsolini, Barbara Burge, Lauren B. Resnick
Categories: Education
Type: BOOK - Published: 2014-02-04 - Publisher: Routledge

For decades, research on children's literacy has been dominated by questions of how children learn to read. Especially among Anglophone scholars, cognitive and psycholinguistic research on reading has been the only approach to studying written language education. Echoing this, debates on methods of teaching children to read have long dominated
Children's Early Text Construction
Language: en
Pages: 384
Authors: Clotilde Pontecorvo, Margherita Orsolini, Barbara Burge, Lauren B. Resnick
Categories: Education
Type: BOOK - Published: 2014-02-04 - Publisher: Routledge

For decades, research on children's literacy has been dominated by questions of how children learn to read. Especially among Anglophone scholars, cognitive and psycholinguistic research on reading has been the only approach to studying written language education. Echoing this, debates on methods of teaching children to read have long dominated
Early Childhood Education
Language: en
Pages: 1379
Authors: Rebecca Staples New, Moncrieff Cochran
Categories: Child development
Type: BOOK - Published: 2007 - Publisher: Greenwood Publishing Group

Books about Early Childhood Education
Handbook of Early Childhood Literacy
Language: en
Pages: 464
Authors: Nigel Hall, Joanne Larson, Jackie Marsh
Categories: Education
Type: BOOK - Published: 2003-10-18 - Publisher: SAGE

"This volume examines early literacy research on a global scale and puts social, cultural, and historical analyses in the front seat--without losing sight of individual and family-level matters in the process. It is comprehensive, ground-breaking, and provocative, and should help literacy researchers to think differently about the field." --Marjorie Faulstich
Functional Literacy
Language: en
Pages: 493
Authors: Ludo Th Verhoeven
Categories: Language Arts & Disciplines
Type: BOOK - Published: 1994-01-01 - Publisher: John Benjamins Publishing

The purpose of the volume is to open up new perspectives in the study of literacy by bringing together current research findings from linguistics, psychology, sociology and anthropology. The book divides into five parts. The first part deals with theoretical questions related to the definition and the modeling of the