Preschoolers As Authors

by Rowe, Deborah Wells

• ISBN13: 9781881303725
• ISBN10: 1881303721
• Format: Paperback
• Copyright: 1994-01-01
• Publisher: Hampton Pr

Table of Contents

List of Examples
Series Preface
Acknowledgments
Lenses for Studying Literacy Learning	p. 1
Literacy Learning Processes	p. 3
Literacy Learning as a Multimodal Process	p. 18
The Role of Convention in Early Literacy Learning	p. 23
Defining Literacy	p. 24
Relations Between Adult and Child Literacy	p. 26
Summary	p. 27
Initial Insights Into Literacy Learning	p. 29
Literacy Learning as a Multidimensional Process	p. 31
Literacy Learning as an Individual Process	p. 37
Literacy Learning as a Social Process	p. 40
The Campus Children's Center as a Setting for Literacy Learning	p. 43
Selecting a Research Site	p. 43
Meeting the Participants: "Friends" and "Teachers"	p. 44
A Look Around the Classroom	p. 47
Social Interaction at the Literacy Centers: Form and Function	p. 60
General Characteristics of Individual Text Production Events	p. 62
Adult and Child Roles in Author/Audience Conversation	p. 64
Authoring and Talking: The Role of Conversation in Literacy Learning	p. 77
Co-Authoring and Requesting Assistance: Transportation Across the Zone of Proximal Development	p. 88
Co-Authoring a Text	p. 89
Requesting Assistance	p. 104
Theoretical Perspectives: Co-Authoring and Requesting Assistance	p. 107
Friendship and Authoring	p. 109
Theoretical Perspectives: Creating a Supportive Environment for Authoring Through Friendship Negotiations	p. 117
Making Connections: The Role of Hypothesis Generation and Testing in Literacy Learning	p. 120
Constructing Literacy Knowledge Through Hypothesis Generation and Testing	p. 122
Literacy Knowledge as Multidimensional and Multiply Interconnected	p. 127
Learning Through Flexible, Innovative Connection Making	p. 131
The Context-Specific Nature of Learning Processes	p. 133
Strategic Learning: The Role of Metacognition in Early Literacy Learning	p. 137
Self-Monitoring and Detecting Anomalies	p. 139
Resolving Anomalies Through Strategic Action	p. 142
Strategic Learning: Moving From Communicating to Reflecting on Communicating	p. 148
Theoretical Perspectives: The Development of Metacognition	p. 149
Learning from Demonstrations	p. 155
Multimodal Demonstrations	p. 156
Multimodal Demonstrations as Supportive Contexts for Literacy Learning	p. 158
Authoring Multimodal Texts	p. 161
Multidimensional Demonstrations of the Content, Processes, and Purposes of Literacy	p. 166
Creating Intertextual Connections: Strategic Uses of Demonstrations in Literacy Learning	p. 168
Acts and Artifacts: Demonstrations as Contexts for Learning	p. 181
Literacy Learning as a Sociocognitive Process	p. 183
Literacy Learning as a Social Process	p. 183
Literacy Knowledge as Socially Defined	p. 188
Literacy Learning as Socially Motivated	p. 189
Theoretical Summary: Literacy Learning as a Socio-Cognitive Process	p. 191
Creating Supportive Classroom Environments for Literacy Learning	p. 196
The Social Nature of Literacy Learning	p. 197
Individual Learning in a Social World	p. 201
Summary: Supporting Children's Abilities Self-Directed Learning	p. 202
Appendix A: Data Collection and Analysis Procedures	p. 209
Phase 1: Field Entry	p. 209
Phase 2: Identifying Patterns and Developing Hypotheses	p. 214
Phase 3: Theoretical Sampling	p. 216
Phase 4: Field Exit	p. 218
Writing the Research Report	p. 221
Trustworthiness	p. 224
Appendix B: Literacy Events Related to Gibson's Exploration of Four Learning Themes	p. 226
Appendix C: Communicative Functions Used in Literacy Events	p. 234
Appendix D: Ages of Children Participating in the Study	p. 237
Appendix E: Comparison of Teacher and Researcher Interaction Styles	p. 238
References	p. 251
Author Index	p. 261
Subject Index	p. 265
Table of Contents provided by Blackwell. All Rights Reserved.