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M Ag the Data,,The Report Produced a Number of Conclusions DOCUMENT. RESUME CS '007 359 ED.236 571 . r . AUTHOR' Sulzby, Elizabeth TITLE- Beginning Readers' Devel6bing Knowledge about Writtbn, Language: BRDKAWL Proje-,t. 1980-82. Final Report for tite Period Septdmber 1980-August 19e,2. INSTITUTION Northwestern Univ., Evanston, Ill.. SPONS AGENCY National Inst. of Education (ED), Washington, pc: a PUB DATE 82 je GRANT NIE-G-80-0176 NOTE PUB TYPE :Repsrts Research /T,echnical (143) / EDRS PRICE MF)04/PC28 Plus Postage. DESCRIPTORS .4 *Beginning Reading; Classroom Research; Kindergarten Children; Language Experience Approach; '-*Language Processingl PrereaSing Experience; Primary Education; *Prior 4Lerning; Reading Readiness; Reading Re's arch; *Reading kills; Teacher Role; igriting Research; *Writing ls; *Written Language .\ .IUNTIFIERS Reading W it ng Relationship / . a:/ ABSTRACT ... The product.of a two-year study inirestigAing the literacy behavior of nine kindergattpn students and their classmates, this report'first explains,. the impetus aqd the,theoretical . foundations for the investigation and describes its subjects and' c-.. setting. It then presents the methodologx and the data collected froth several related studies: (1) observer-child interviewslthat elicted information on students' generaj. knowledge aboutwritten language; (2) obsermations of and discussions with the nine case studychildren 1 1 as they firsttolCI, then dictated, then wrote two mersions.of an . event; (3) records of students' efforts to adapt\their writing to. adult and child.readers; (4) observatiOns 0f-children's writing on a recently shared event; (5)end-of-the-year.interviews investigating , general writing anowlpdgeLand (6) two follow up studies on the . children's reading:and wrifitg progress in the/first grade. After . m Ag_the data,,the report produced anumber of conclusions, v' Iiicludng-the following: literacy devslops prior 0 conventional reading and writing, all children do not follow tbe same , ,developmettal sequence in learning to 'read al0'write, and the teacher's model of literacy has important implications for children's development. Extensive appendixes contalecopiesof testing instruments and-tralscripts of observer -chi1d\interviews. (MM) *********************************************************************** Reproductions supplied by EDRS are the best that can be made <3. * from the original document. *********-***********************************************1************* nY 1 Beginning Readers' Developing Knowledges its About. Written Laitiguage BRDK AWL PROJECT 1980-82 ti PRINCIPAL INVESTIGATOR: -fs Elizabeth Solzby , Northlseestern.Unlyersity U.S DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION A CENTER IERICI This document has been reproduced as received from the person or organization Originating it. tMinor changes have been made to improve RESEATICH ASSISTA TS reproduction quality. Points of view or opinions stated in this docu- Susan Anderson ment do not necessarily represent official NIE Beverly Cox Position or policy. Beverly J. Otto For the Period September 1980 'Augurst 1982 Natioria,1 Inalituteof Education GrEist, N9.NIEG-80-0178 fl ai BEGINNING READERS' DEVELOPING KNOWLEDGES ABOUT WRITTEN LANGUAGE t FINAL REPORT .! / The BRDKAWLProject-198082 Principal eInvestigator. 1 41 Elizabeth Sulzby "*7 Research. Assistants Susan Anderson- Bevdrly Cox , c Beverly Otto. 9. For the Period e tember 1980 -Augu1t.1982. Nional Institute of Education .Grant No. NIE-G-80-0176 S. r i 'I 2 i . 1 The research reported herein was supported by theNational Institute 0 I The opinions expressed herein, howeVer, donot necessarily . .of Education. ireflect-the1 positi6n ar policy'of the National Institute ofEducation, t ;and mo official endorsement.by that group should be inferred. r. 0 1 A z 4 dar I 0 <4; Copyright° bye, Elizabeth Sulzby 1982), 1.7 /11. 4-""'t 0. I- $ ..\ A . C To Mitchell, ,Kiran, anti Mom 0 4t 1 \ .4 O a I r ; , ' 1 Acknowledgements c . _ . Auring1980-82/four researchers,a. teacher, and try.tO reveal a picture . kindergarten dfildven workedtpgether to of.theAdowledges about written languagealit children ince . ''"?. , community,may.bring to. puti. schoolwiththem modern literate , 1.. .. 4 . ) I prior to_fprmai iht dation. m particularlyindebted.to-the 4.other research team members,'Susan Anderson,Beverly 013, and and to Beverly Otto.; ,to the leacherwhom wecall "Miriai Kendall"; . Children-, we thank the parents, bhe children. ,:..In additiontothe .. , 4. , ' 'the.., 'first grade teacher'sstaff, and principal at'our ho'school. 4, . Unfortunately, ihese.names are notavaig4ablefor publiCation but . :they are indelibly prini4,din my memory.( ,tv On the sicielihes, working astranscribers, typists, judges, ' 'and scorers, as well asfrAendly'crilti2s,.were a. number af unaef-- /..7-.; a ,-giaduate..and graduate students atNorthwestern University. We t . ..._ .particulariy thank Harriet Ratienovets, Francin siel,Mary : Ann ' , Urroz, Fay Robinson,June Barnhart, Margaret.Tinzmann,'Bernadette Mitchell, Pudis now Dr. Pudis), Ann'Brancli, Alison Holmes, Shareene , . Cardl'Schiemann, in4 Laura'Winslow. Colleagues who'contributed -4 \ thoughtfueadvice and comfort include Dr. Norman Bowers, Dr.David , - . k Corilray, Dr. Robert Gundlach, Dr. RaeMoses, and Dr. ...James Wertsch - allof Northwestern, and Dr.William H4,sTeale, now at theUniversity visitors for of Texas,`San AntOnio. -Ialso.thank our classroom et Study III, an anonymOu four-Year-Old and any husband, MitChell FrSnk Rouzie. 1, Contents Chap-ter Page Jy Acknowledgements 4 Preface' 1 INTRODUCTION TO B R D K k W ~L, OR A LESSON IN PERCEPTION Curiosity 3 The Basis of Curiosity 3 'the Cause of Curiosity' 17 o 5 Whe.,is a Child Reading ?,` 5 The Boundary: Important but Misinterp,reted 7 7 When Does the Child Think S /he is Reading?, re When is a Child Writing?. ' ',Is:There a Boundary Between,"Pre-writing" pnd . "Writing"? ^ 9 Is There ,a Better Chance toxChanged Perceptions'' ) ) . 10 Now? ' 'The Writer/ReadAr Relationship. 11 Methodological 'stance --... 12 Organization of This Report , .13 THE EMERGENCE'OF INDEPENDENT READING: \\ A THEORETICAL. PERSPECTIVE ON THE TRANSITION 15 , f Introduction 15 Why Knowledges About:Written-Language? 16 Oral Language/Written Language Wfferences 26 , Conversation 35 Storytelling ,` 35 Dictation 36 MandwLtten Composition 36 Reading 37 Editing, 38 Mode Summary 39, The Author/Reader Relationship - 40 The Reader%s Model 42 The Writer's Mddel 45 Emergent Reading and Writing 49 Reading Defined: 50 of a Feedback System 51 Other Characteristics Relatdd to Reading 56 Relationship of Writing to Reading. 59 _Emergence of Aspects of Reading. 60 .Comprehension 60 V.V COntehts d 4. Pale Chapter ., i . .31 . , Emergent Reading and Writing (Continued) . Knowledge of Letter-Sound Relationsips . '62 .", 64 Word Knowledge .; if Fit Between the-EthergentReading Perspective \ 66 and General Models of Reading 6,. Grounded Theory', 70 Supports,and Constraints of Text-Typesir.the Emergent Reader T' 7271 . Basal aeaders .Storybooks 75 i' Children's Dictations 76 ,, Handwritten`Compositions .77 78 Summary -/ P 78 Preview'. 3 THE CONTEXTS OF THE STUDY 80 a . A c 80 Iniroductioh t Overview of the Participants andSqttings 81 , . Guaranteeing Anonymity 82 83 The Teacher , A Teacher Crates a Classrodm 85 :-The-"CiassrooM"-. 86- 90 The Kindergarten Curriculum . t The Children 94 The Researchers 9 The School 9 ( 98. The Community _ The Families 99 Overview of the Research Design 100 Negotiation of:Mutual Goals 101 The Reseafch Design and Schedule -107 STUDY I: GENERAL KNOWLEDGES ABOUT WRITTENLANGUAGE 112 (with selected sub-topics) Introduction 112-, Purposes of the Study 113 115 Method 1 The Interview'Results: General Knowledges About Written Language 117 Part 103Ordersation Sample . 117 Part 2, Writ±ng Interview . 134 Part 3, Transition from Wting to Reading, or "You wrote it--now rea it!" 152 Part 4, Reading Interview, or"My-Mom.. She 'Reads a Good. Lane a Lots ofTimes" . 160 -Part 5, Prior KnowledgesAbout Topics and' fAudiences,or "What Goes Into a GoodStory?" 183 4 o r 4 vi Contents (Continued) . Chapter, Pages ,5. SELECTION-OF CHILDREN FOR `CASE STUDY,OR "THE' BRDKAWL NINE" 188 Introduction 188 Seled'tion 189 The: Case Study cChildren, 198 Overview 198 Betsy 200 Nicole 202 4. - .Jodie 'Andre-a 208 Chad 211 D'ouglas 215 .4 2.18 Noreen A Michael(Mike)). .223 itirThaec 2,a5 Examiner/Child Pairs :23? Discussion 2.34 , . '' ,,, 236 6 STUDY IL: REAL AND -MAKE-BELIEVE :TOPIC f , S IntirOducfion , 'i36 Real aid Make-BelieveTop'ic Dist-inction . 237 Ways o' EXploring Topic inBRDKAWL 1980-8/ 238 . Real/Make-Believe Revisions from &RKDAWL 1979-80 239 Questions 240 Method 240 Format - 1240 4General directions 241 Telling 241 ,. 243' f Disctatibn Re-reading and editing J. 244 \ . Writing 245. Re-reading and editing 247 Results - /' 247 The Task Paradigm . *247 The Task. Paradigm,. conceptually '247 248 Variations of. the paradigm. Similarity of story. versions 250 Andrea, I the "Ideal"- ; - 251 Andrea'S extmples 252 Degrees of story similarity .. 252 "Sank story, Irerbatim.':* ,. -256 ,rSame story,' stable but notverbatim." 256. "Not stable but similar.". 257 "Continued .stories." 258 "Different story" and "changedperspective." 261 vii . ), t. Contents' (Continued) 4. Cdnversation and storytelli .263 .1 Telling and dictaion 266 'Dictation and Re-reading from DiCtatd.on "279 'Writing and Re-readings from Writirig 284' Variability of writing- systems 297 Re-reading from writing . 299 Editin 301 VOluntary,editing
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