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Signs of emergent literacy in young ...

Galentine, Joy Kimura.

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Signs of emergent literacy in young children.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Signs of emergent literacy in young children./
Author:	Galentine, Joy Kimura.
Description:	175 p.
Notes:	Chairs: Nancy A. Creaghead; Patricia A. Prelock.
Contained By:	Dissertation Abstracts International57-03B.
Subject:	Education, Early Childhood. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9622301

Signs of emergent literacy in young children.
Galentine, Joy Kimura.

Signs of emergent literacy in young children. - 175 p.

Chairs: Nancy A. Creaghead; Patricia A. Prelock.

Thesis (Ph.D.)--University of Cincinnati, 1996.

Speech-language pathologists face the challenge of providing quality and holistic assessment and intervention to young children, including literacy development, within the context of the child's natural environments. Though we have a considerable amount of knowledge about preschoolers and elementary school-age children (Beardsley & Marecek-Zeman, 1987; Clay, 1991; Dyson, 1990; Donaldson, 1984; Ferreiro, 1990; Y. Goodman, 1986; Griffith, Klesius, & Kromrey, 1992; Littlejohn & Goetz, 1989; Mason, 1980; McGee, Charlesworth, Cheek, & Cheek, 1982; Pellegrini & Galda, 1994; Price, 1976; Rowe, 1994; Sulzby & Teale, 1991; Teale, Hiebert, & Chittenden, 1987; Watson, Layton, Pierce, & Abraham, 1994, Wiseman, 1984) our knowledge about the literacy skills of young children is limited to a few published ethnographic studies centering around a single child (Baghban, 1984; Sulzby, 1986).Subjects--Topical Terms:

1017530
Education, Early Childhood.

Signs of emergent literacy in young children.
LDR:03324nam 2200337 a 45 001 970168
005 20110921
008 110921s1996 eng d
035 $a (UMI)AAI9622301
035 $a AAI9622301
040 $a UMI $c UMI
100 1 $a Galentine, Joy Kimura. $3 1294214
245 1 0 $a Signs of emergent literacy in young children.
300 $a 175 p.
500 $a Chairs: Nancy A. Creaghead; Patricia A. Prelock.
500 $a Source: Dissertation Abstracts International, Volume: 57-03, Section: B, page: 1746.
502 $a Thesis (Ph.D.)--University of Cincinnati, 1996.
520 $a Speech-language pathologists face the challenge of providing quality and holistic assessment and intervention to young children, including literacy development, within the context of the child's natural environments. Though we have a considerable amount of knowledge about preschoolers and elementary school-age children (Beardsley & Marecek-Zeman, 1987; Clay, 1991; Dyson, 1990; Donaldson, 1984; Ferreiro, 1990; Y. Goodman, 1986; Griffith, Klesius, & Kromrey, 1992; Littlejohn & Goetz, 1989; Mason, 1980; McGee, Charlesworth, Cheek, & Cheek, 1982; Pellegrini & Galda, 1994; Price, 1976; Rowe, 1994; Sulzby & Teale, 1991; Teale, Hiebert, & Chittenden, 1987; Watson, Layton, Pierce, & Abraham, 1994, Wiseman, 1984) our knowledge about the literacy skills of young children is limited to a few published ethnographic studies centering around a single child (Baghban, 1984; Sulzby, 1986).
520 $a There is a need to systematically gather literacy-related data on groups of typically developing young children. By recognizing stages of literacy development, we may be able to use Vygotsky's (1934/1962) zones of proximal development to facilitate and enhance a child's whole language development. Further, by knowing what occurs typically, we will be able to recognize and apply appropriate intervention strategies for children with special needs. Speech-Language Pathologists (SLP) are the logical professional to work with these individuals. The SLP has extensive training and background in language acquisition and development, normal and abnormal.
520 $a This study used qualitative research techniques to partially fill this information void. In ethnographic fashion it described the literacy-related behaviors of ten children between the ages of 24 to 30 months. First, the study wanted to determine if toddlers exhibited appropriate behaviors which signaled their underlying knowledge of literacy and use literacy artifacts and tools. Next it described three broad categories of: book handling, markings, and hand grasping behaviors and techniques, in order to develop a profile of what young children did to demonstrate their literacy knowledge. These categories have been described and representational vignettes used enhance the reader's understanding of the children's behaviors. The theoretical and practical implications have been discussed.
590 $a School code: 0045.
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Education, Reading. $3 1017790
650 4 $a Health Sciences, Speech Pathology. $3 1018105
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Psychology, Developmental. $3 1017557
690 $a 0290
690 $a 0460
690 $a 0518
690 $a 0535
690 $a 0620
710 2 0 $a University of Cincinnati. $3 960309
773 0 $t Dissertation Abstracts International $g 57-03B.
790 $a 0045
790 1 0 $a Creaghead, Nancy A., $e advisor
790 1 0 $a Prelock, Patricia A., $e advisor
791 $a Ph.D.
792 $a 1996
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9622301