|
Relations
Between Language and Cognition in Children
Language and Literacy in the Preschool Years
Children’s Emergent Reading Practices
Children’s Emergent Emergent Writing Practices
Metacognition and Early Literacy Development
The Transition to Conventional Literacy
Emotion, Attachment, Subjectivity, and Early Literacy
Linking Schools, Families, and Communities to Promote Literacy Development
Assessing Early Literacy Development
Working with Children with Various Challenges to Early Literacy Development
|
Emergent
Literacy Practicum (5 hours, Required)
Students will conduct and write up a case study of a young child (4-7 years old)
who is emerging into the world of print. For the case study report, students
will conduct and analyze (a) a set of informal observations of the child engaged
in literacy activities at home and/or at school, (b) an emergent reading elicitation;
(c) an emergent story telling and writing elicitation; (d) a phonological awareness/early
spelling task; and (e) two other informal assessments chosen on the basis of
a developing understanding of the child's interests, strengths, weaknesses, etc.
Students will be provided with instructions for conducting and analyzing the
first four activities/tasks. Students will provide relevant background information,
documentation, and justification for the tasks they select.
Theory/Research
into Practice Learning Activity/Workshop
Students will work with two or three other students to develop a learning
activity that is constitutively related to one of the main themes of
the class (e.g., emergent reading, emergent writing, home-school connections,
informal assessment, etc.). This learning activity should deal specifically
with translating theory and research into practice. It should be targeted for
a group of students of a particular age (or multi-age grouping). The activity
should be rich and substantive (e.g., not a collection of related worksheets).
It should be imagined as contextualized within a larger thematic unit. The
activity should link various aspects of literacy (e.g., reading, writing, speaking,
listening, conducting research, etc.). Finally, it should be designed to cover
a significant amount of classroom time (one large time block or a sequenced
set of smaller time blocks).
Once students have developed their learning activity, they will write
it up as a curriculum unit that other teachers could readily use. The
write-up of the activity will be distributed to all students in the
class, and students will conduct a 20-30 minute workshop with the class
during which they will explain the underlying logic, the learning goals,
the materials, the procedures, etc. of the activity.
Analytic Essay
Students will write one 5-7 page analytic essay. This essay will constitute
an expansion/elaboration of the class presentation, with particular
emphasis devoted to the pedagogical implications of the readings and
ideas about ways in which theory/research can be translated into practice.The
essay should include (a) a succinct discussion of the basic themes
or arguments that cut across the readings and (b) a substantive attempt
to generate ideas for how these themes and arguments could be translated
into classroom practices, experiences, and activities.
|
Hiebert,
E. H., & Raphael, T. E. (1998). Early literacy
instruction. Forth
Worth, TX: Harcourt Brace College Publishers.
Clay, M. M. (1998). By different paths to common
outcomes. York, ME: Stenhouse.
Piaget, J. (1959). The functions of language in
two children of six. In
The language and thought of the child (pp. 25-68). New York: Meridian.
Vygotsky, L. S. (1986). Piaget's theory of thought
and language. In Thought
and language (pp. 12-57). Cambridge, MA: The MIT Press.
Bruner, J. (1986). The inspiration of Vygotsky. In Actual
minds, possible worlds (pp. 70-78). Cambridge, MA: Harvard University Press.
Ferreiro, E. (1994). The interplay between information and assimilation
in beginning literacy. In W. H. Teale E. & Sulzby (Eds.), Emergent
literacy: Writing and reading (pp 15-49). Norwood: Ablex.
Cole, M., & Wertsch, J. Beyond the individual-social antimony in discussions
of Piaget and Vygotsky. www.massey.ac.nz/~alock/virtual/ colevyg.htm
Senechal, M., LeFevre, J., Smith-Chant, B. L., & Colton, C. V. (2001).
On refining theoretical models of emergent literacy: The role of empirical
evidence. Journal of School Psychology, 39, 439-460.
Rowe, D. W. (1994). Strategic learning: The role of metacognition in early
literacy learning. In Preschoolers as authors: Literacy
learning in the social world of the classroom (pp 137-154). Creskill, NJ: Hampton Press.
Galda, L., Cullinan, B. E., & Strickland, D. S. (1997). The development
of oral language. In Language, literacy, and the
child, 2nd Ed. (pp 23-53).
Fort Worth TX: Harcourt Brace College Publishers.
Vygotsky, L. S. (1978). The role of play in development. In
Mind in society: The development of higher psychological functions (pp. 92-104). Cambridge,
MA: Harvard University Press.
Owocki, G. (1999). Play and developmentally appropriate practices; A glimpse
into two early childhood classrooms. In Literacy
through play. (pp. 1-39).
Portsmouth, NH: Heinemann.
Roskos, K., & Christie, J. (2001). Examining the play-literacy interface:
A critical review and future directions. Journal
of Early Childhood Literacy,
1, 59-89.
Litowitz, B. (1993). Deconstruction in the zone of proximal development.
In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts
for learning: Sociocultural dynamics in children's development (pp.
184-196). New York: Oxford University Press.
Litowitz, B. (1988). Early writing as transitional phenomena. In P. C.
Horton, H. Gewirtz., & K. J. Kreutter (Eds.), The
solace paradigm: An eclectic search for psychological immunity (pp. 321-338). Madison WI:
International Universities Press.
Alexander, K. J., Miller, P. J., & Hengst, J. A. (In press). Young
children’s emotional attachment to stories. Social Development.
Bus, A. G., & van Ijzendorn, M. H. (1995). Mothers reading to their
3-year-olds: The role of mother-child attachment security in becoming
literate. Reading Research Quarterly, 30, 998-1015.
McLane, J. B., & McNamee, G. D. (1990). Reading. In Early
literacy (pp. 61-88). Cambridge, MA: Harvard University Press.
Bissex, G. L. (1980). Paul: Working on reading; Other young readers; Paul:
Enjoying reading. In Gnys at wrk: A child learns
to write and read (pp.
119-147). Cambridge, MA: Harvard University Press.
Kamberelis, G., & Perry, M. (1994). A microgenetic study of cognitive
reorganization during the transition to conventional literacy. In D.
F. Lancy (Ed.), Children's emergent literacy: From
research to practice (pp.
93-123). Westport, CN: Praeger.
Sipe, L. R. (1998). Transitions to the conventional: An examination of
a first grader's composing process. Journal of Literacy
Research, 30,
357-388.
Sulzby, E. (1985). Children's emergent readings of favorite storybooks:
A developmental study. Reading Research Quarterly, 20, 458-481.
Mason, J. M., Peterman, C. L., Powell, B. M., & Kerr, B. (1989). Reading
and writing attempts by kindergartners after book reading by teachers.
In J. M. Mason (Ed.), Reading and writing connections (pp. 105-120). Needham
Heights, MA: Allyn & Bacon.
Hiebert, E. F., & Raphael, T. E. (1998). The texts of early literacy
classrooms: Texts children write. In Early literacy
instruction (pp. 130-149).
New York: Harcourt Brace College Publishers.
McLane, J. B., & McNamee, G. D. (1990). Writing. In Early
literacy (pp. 23-58). Cambridge, MA: Harvard University Press.
Dyson, A. H. (1989). Introduction: Becoming a writer in school. In
Multiple worlds of child writers: Friends learning
to write. (pp. 1-25).
New York: Teacher's College Press.
Sulzby, E., Teale, W. H., & Kamberelis, G. (1989). Emergent writing
in the classroom: Home and school connections. In D. S. Strickland &
L. Morrow (Eds.), Emerging literacy: Young children
learn to read and write (pp 63-95). Newark, NJ: International Reading Association.
Sulzby, E., Barnhart, J., & Hieshima, J. (1989). Forms of writing
and re-reading from writing: A preliminary report. In J. M. Mason (Ed.),
Reading and writing connections (pp. 31-63). Needham Heights, MA: Allyn
& Bacon.
Richgels, D. J. (1986). Beginning first graders' "invented spelling"
ability and their performance in functional classroom activities. Early
Childhood Research Quarterly, 1, 85-97.
Meier, D. (2000). Parents and families--New voices in literacy education.
In Scribble scrabble: Learning to read and write (pp. 116-134).
New York: Teacher's College Press.
Lyons, C. A., Pinnell, G. S., & Deford, D. E. (1993). Reading Recovery:
Weaving learning and teaching together. In Partners
in learning: Teachers and children in Reading Recovery (pp. 1-19). New York: Teacher's College
Press.
Salinger, T. (1998). How do we assess young children's literacy learning?
In S. B. Neuman & K. A. Roskos (Eds.), Children
achieving: Best practices in early literacy (pp. 223-249). Newark, DE: International Reading Association.
Pappas, C. C., Keifer, B. Z. & Levstik, L. S. (1995). Kidwatching
techniques. In An integrated language perspective
in the elementary school: Theory into action (pp 280-314). White Plains, NY: Longman.
Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Organizational
strategies for the kindergarten and primary grades; Helping children with
reading difficulties in Grades 1-3. In Preventing
reading difficulties in young children (pp. 226-273). Washington, DC: National Research Council.
Mariage, T. V., Englert, C. S., & Garmon, M. A. (2000). The teacher
as 'more knowledgeable other' in assisting literacy learning with special
needs students. Reading and Writing Quarterly, 16, p. 299-337.
Perez, B. (1996). Instructional conversations as opportunities for
English language acquisition for culturally and linguistically diverse
students. Language Arts, 73, 173-181.
|
