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cess of intersubjectivity-the

sharing of focus and mutual understanding-

it was evident that parents engaged children in the intimacy of conversation

in drawing

connections

from the familiar

to the novel, linking new situa-

tions to more familiar ones-sharing

their

These

activities

has

been

viewed

as central

worlds and personal histories. to cognitive growth (Tizard &

Hughes,

1984). Once again,

it suggests the critical

iole that parents

play in

children’s resources,

early literacy opportunities,

learning and the influence of access to print and parental interaction in storybook reading.

A.F. (1988). The Pajaro Valley experience.

In T. Skutnabb-Kangas

& J. Cummins

(Eds.), Adams, M. (1990).

(pp. 224-248). Clevedon, PA: Multilingual Matters LTD. Cambridge, MA: M.I.T. Press.

Allington, Anderson,

R. (1994). The A,, & Stokes,

schools we S. (1984).

have. The schools we need.

Social

and

institutional

influences

on

the

development

and

practice (pp.

of literacy. In H. Goelman, A. Oberg,

24-37).

Portsmouth,

NH:

Heinemann.

&

F.

Smith

(Eds.),

Auerbach,

E.R. (1989). Toward a social-contextual Review, 59, 165-181.

approach to family literacy.

Bus,

A., Van Ijzendoorn, M., & Pellegrini, A. (1995). Joint learning to read: A meta-analysis on intergenerational 1-21.

book reading transmission

makes for success of literacy.

in

Clay, M. (1979). Cochran-Smith,

M. (1984).

Portsmouth, NH: Heinemann. Norwood, NJ: Ablex.

Delgado-Gaitan,

C. (1994). Sociocultural

of

families.

In

B.

Ferdman,

R.M.

change Weber,

through literacy: Toward & A. Ramirez (Eds.),

the

empowerment

(pp.

SUNY Press.

Dickinson, D., & Smith, M. (1994). Long-term effects of preschool teachers’ book readings on low-income children’s vocabulary and story comprehension.

104-122. Dunn, L.M., & Dunn, L. (1981). MN: American Guidance Service.

Circle Pines,

Edwards,

P.

(1991). Fostering

early literacy through parent coaching. In E. Hiebert (Ed.),

(pp. 199-213). New York: Teachers College Press.

Edwards P. (1994). Responses , intervention program. In D. Dickinson (Ed.), Blackwell. of teachers and African-American

mothers

to

a

book-reading

(pp. 175-208). Oxford:

Edwards, P.A., & Panofsky, C.P. (1989). The effect of two training procedures on the book reading of lower-SES mothers and children. In S.M. McCormick & J. Zutell (Eds.), (pp. 35-43). Chicago: National Reading Conference. Gallimore, R., & Goldenberg, C. (1993). Activity settings of early literacy: Home and school factors in children’s emergent literacy. In E. Forman, N. Minick, & C.A. Stone (Eds.), (pp. 315-335). New York: Oxford University Press.

Goldenberg,

C.N. (1987). Low-income Hispanic parent

s’

contributions

to

their

first-grade

children’s word-recognition skills. Handel R., & Goldsmith, E. (1994). Family

reading-still

got it: Adults as learners, literacy

resources, and actors in the world. (pp. 150-174). Oxford: Blackwell.

In D. Dickinson

(Ed.),

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