The Development of School-based Literacy A Social Ecological Perspective Routledge Library Editions: Literacy Series
Auteurs : Pellegrini Anthony, Galda Lee
Originally published in 1998. This book presents a model of social-contextual influences on children?s literacy and literate language. Literate language is similar to the language teachers use and to the language used in reading books for young children. Based on a longitudinal study in homes and schools, the authors here present the results of how diverse and close social relationships influence children?s literacy learning as they progress through the first three years of formal schooling, and discuss implications for teaching practice. Different types of reading matter in the home are examined and it is suggested that peers are helpful to the learning of literacy. Rather than separate friends as often happens in the classroom, this book suggest that interaction should be encouraged. It will be of interest to researchers and students of developmental and educational psychology, and to anyone interested in early cognitive and social development.
1. Early Literacy: Background and Theory 2. Methods in the Study of Children’s Literacy Development at Home and at School 3. Joint Reading Between Parents and Children 4. Peer Interaction, Play, and Literate Language: Naturalistic and Experimental Evidence from Preschool and Primary School Classrooms 5. Social Networks at Home and School: Diverse Social Contacts as Affordances for Literacy Development 6. Role of Social Relationships in Literacy Development 7. Relationships, Individual Differences, and Children’s Use of Literate Language 8. A Case Study of School-based Literacy Learning 9. What is to be Done?
Date de parution : 05-2019
13.8x21.6 cm
Disponible chez l'éditeur (délai d'approvisionnement : 14 jours).
Prix indicatif 40,18 €
Ajouter au panierDate de parution : 11-2017
13.8x21.6 cm
Thèmes de The Development of School-based Literacy :
Mots-clés :
Child’s Verbal IQ; Candy Canes; curriculum literacy; LSES Sample; education literacy; Specific Peer Relationships; language development; PPVT Score; learning reading; Storybook Reading Contexts; learning writing; Social Emotional Variables; primary literacy; Context Specific Orientation; psychology literacy; Mother Child Book Reading; psychology reading; School Based Literacy Events; psychology writing; Joint Book Reading; reading skills; Home Inventory; school literacy; School Literacy Events; teaching literacy; Children’s Oral Language; primary english; Home Total Score; social learning; CH Child; social reading; LSES Mother; reading parenting; Diverse Social; primary school; Informal Reading Inventory; Lee Galda; Parent Child Book Reading; Maternal Utterances; Joint Reading; Home Literacy Events; Social Cognitive Effort; Literacy Assessment Instruments