DOCSLIB.ORG

How Family and Community Influences Affect Generations of Literacy Challenges

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
How Family and Community Influences Affect Generations of Literacy Challenges University of New England DUNE: DigitalUNE All Theses And Dissertations Theses and Dissertations 5-2018 Mothers’ Stories: How Family And Community Influences Affect Generations Of Literacy Challenges April Arfaras University of New England Follow this and additional works at: https://dune.une.edu/theses Part of the Educational Leadership Commons © 2018 April Arfaras Preferred Citation Arfaras, April, "Mothers’ Stories: How Family And Community Influences Affect Generations Of Literacy Challenges" (2018). All Theses And Dissertations. 158. https://dune.une.edu/theses/158 This Dissertation is brought to you for free and open access by the Theses and Dissertations at DUNE: DigitalUNE. It has been accepted for inclusion in All Theses And Dissertations by an authorized administrator of DUNE: DigitalUNE. For more information, please contact [email protected]. MOTHERS’ STORIES: HOW FAMILY AND COMMUNITY INFLUENCES AFFECT GENERATIONS OF LITERACY CHALLENGES By April Arfaras BA (University of South Florida) 1979 MAOM (University of Phoenix) 2006 A DISSERTATION Presented to the Affiliated Faculty of The College of Graduate and Professional Studies at the University of New England In Partial Fulfillment of Requirements For the Degree of Doctor of Education in Leadership Portland & Biddeford, Maine April 10, 2018 Copyright by April Arfaras April 10, 2018 ii April Arfaras April 10, 2018 Educational Leadership MOTHERS’ STORIES: HOW FAMILY AND COMMUNITY INFLUENCES AFFECT GENERATIONS OF LITERACY CHALLENGES Abstract This study critically examines America’s literacy crisis and focuses on the most affected: at-risk single-parent mothers of infant-toddlers. Illiteracy is a social justice concern that contributes to poverty, poor health, and crime, and affects the economy and America’s status as the former world leader in education. There is contention among academic, corporate, private, and government sources regarding the conflicting statistics of the severity of the literacy crisis (Amarao, 2016; Khazan, 2014; Layton, 2015; Rasco, 2017; Sugrue, 2008). Little is known from mothers closest to the problem (Knowles, 2015). The research questions addressed in this study are (1.) How do at-risk mothers describe their role in supporting their children’s language acquisition and literacy development? (2.) Given limited time and resources, what does a mother do to model language and literacy skills with her children? (3.) What strategies and influences do mothers use to ensure their children obtain preschool or early childhood education (ECE) and remain successfully enrolled? (4.) What advice do mothers offer other struggling mothers to address these literacy challenges? What help do they need? The literature review portrays literacy as an essential human right and explores the rudiments of language acquisition. Scholarly activists Paulo Freire, Thomas Paine, Tom Sugrue and Sven Beckert defend literacy as an inalienable right, yet social justice experts condemn the proliferation of the preschool to prison pipeline that impinges freedom of speech and the right to be literate. They fear it iii oppresses marginalized populations due to elitist profit incentives and corporate opportunists (Glaze, 2011; Hood, 2015; Sugrue, 2008). This qualitative phenomenological research study framed in language acquisition and social justice theories gives voice to at-risk mothers to inform the body of research of this imminent social problem by offering hope and viable findings toward resolution. Mothers leverage community and family relationships, resources, and obstacles to obtain literacy for their vulnerable families. An effective preschool program (a vital community resource) helps transform multiple generations of literacy challenges by “teaching mothers to reach their children” (Sticht & McDonald, 1990). Mothers’ best practices in literacy and language development, a showcase of leading literacy programs, and prospective literacy study recommendations, are featured. iv University of New England Doctor of Education Educational Leadership This dissertation was presented by April Arfaras It was presented on April 10, 2018 And approved by: Michelle Collay, Ph.D. Lead Advisor University of New England Andrew Ross, Ph.D. Secondary Advisor University of New England Aisha Howard, M.A. Affiliated Member v Hillsborough County Schools Portland and Biddeford, Maine April 10, 2018 vi DEDICATION It is with heartfelt sincerity that I dedicate this dissertation to my late parents, Paul and Jacquline Arfaras, who upheld unconditional love for their six beloved children and the joy of literacy, song, art, and culture, in the highest regard. A lifetime of thanks goes to the late children’s author Lois Lenski for sharing her inspirational stories and beautiful paintings at the playground near our childhood home in Tarpon Springs, Florida. Also, to Dr. Seuss for becoming the iconic leader of American literacy by inspiring parents and children to love reading and laughter and not allowing the academic establishment to dissuade his effective approach. Forever thanks go to my three adult children, Austin, Andrew, and Aubree for being the most lovable, successful, hilarious, literate creatures on the planet, and for their patience in being my test audience. Love always goes to my siblings Lisa, Claude, Adam, Nicky, and Alex. Respectfully, it is with humble gratitude that I thank my colleagues and dissertation advisors, Dr. Michelle Collay, Dr. Andrew Ross, Aisha Howard, and attorney Sally Campbell for their constant encouragement, recommendations, and support during this momentous journey. Finally, as well as most graciously, I am grateful for the Executive Director, Program Director, Center Director, and courageous mothers at the study centers who welcomed me into their wonderful preschool family to facilitate this study. Infinite thanks go to our Heavenly Father for my life and passion to complete this mission! Because of all of you, I have grown! vii TABLE OF CONTENTS CHAPTER 1: INTRODUCTION ·········································································· 1 Overview ······························································································ 2 The Literacy Crisis: A Cyclical Epidemic ······················································· 3 Literacy & Criminal Justice System······················································ 4 The Context & Setting: Paradise or Paradox ····················································· 6 Problem Statement: Low Literate Mother’s Beliefs About Infant Learning Is Not Well Documented ··················································· 7 The Purpose of the Study: Breaking the Cycle of Illiteracy ··································· 8 Critical Research Questions About Literacy Crisis ············································· 9 Conceptual Framework ············································································· 9 Assumptions, Biases, Limitations, Significance, & Scope ····································13 Mothers’ Perceptions About Child’s Literacy ·········································13 Definition of Terms·················································································14 Researcher Bias ···········································································18 Limitations ··················································································19 Significance & Scope ·····································································19 Researcher Background & Ethics ································································20 Ethics ························································································20 Conclusion ···························································································21 CHAPTER TWO: LITERATURE REVIEW ····························································22 Historical Background on Literacy & Democracy ·············································23 Language Acquisition Begins at Home ·················································24 viii The Impact of Speaking to Infants ······················································25 How Language Is Acquired ······························································25 How Babies Learn ·········································································26 Social Justice & The Literacy Crisis ·····························································27 Literacy & Economic Disparity ·························································28 Outdated Calculations & Justice ························································29 Discrepancies in Data Limits Resources ···············································29 Literacy & School Attrition ······························································30 School dropout facts ······························································31 Crime, Literacy & Civil Rights ··························································31 Incarceration facts ································································32 Literacy, Poverty, and Single-Parent Mothers ··················································32 Low Literacy & Poverty ··································································33 At-Risk Population Indicators····························································33 Poor Access to Resources Creates Inequity ············································35 Mothers of Young Children in Deep Poverty ··········································35 Poor Children of Immigrant Parents
Load more

Recommended publications
  • The Truth About Reading Recovery® Response to Cook, Rodes, & Lipsitz (2017) from the Reading Recovery Council of North America
    The Truth About Reading Recovery® Response to Cook, Rodes, & Lipsitz (2017) from the Reading Recovery Council of North America In an article appearing in Learning Disabilities: A Multidisciplinary Journal, authors Cook, Rodes, and Lipsitz (2017) make multiple misleading, misguided, and blatantly false claims about Reading Recovery® in yet another attack to discredit the most widely researched early reading intervention in the world. When you’re recognized as a leader with proven success, you often become the target for those with limited knowledge who apply broad strokes and twist the truth to fit their own perceptions of reality. The unfortunate reality, in this case, is that this article, “The Reading Wars and Reading Recovery: What Educators, Families, and Taxpayers Should Know,” is an affront to researchers, scholars, educators, and others who know the facts and a disservice to parents of children with reading difficulties. The authors claim to provide information necessary to make evidence-based decisions in support of struggling beginning readers. Like evidence-based medicine, these decisions can have a critical impact on children’s lives. As in the medical context, objective professionals can differ in their interpretations of the available evidence. The authors’ perspective is far from objective. They invoke the “reading wars” in their title and advocate for their ideological perspective in their biased, selective, and fallacy-full analysis of Reading Recovery and the research related to this early intervention approach. Dr. Timothy Shanahan, past president of the International Reading Association (now International Literacy Association) and a distinguished professor emeritus at the University of Illinois at Chicago, noted the effectiveness of Reading Recovery in a recent article examining the importance of replicability in reading research.
    [Show full text]
  • Worried About Word Work? Why, When, and What?
    11/2/2016 WORRIED ABOUT WORD WORK? WHY, WHEN, AND WHAT? ESSENTIAL UNDERSTANDINGS Word work is necessary early in lessons for learning to look at print (LLAP) and embedded in continuous texts (reading and writing) in later lessons. What do the word work procedures LOOK LIKE for early and late lessons. Reading Writing WHAT TO DO AND WHEN TO DO IT? We will examine video tapings to see word work in action. We would expect echoes across the lesson. We will use the word work cheat sheet as a guide across this presentation, so please have it handy. 1 11/2/2016 MARIE CLAY WORDS OF WISDOM “If the child has to make a short sharp detour from reading continuous text to study something in isolation, what is learned should soon recur in the context of continuous text because this is what reading books and writing stories is about.” Clay, LLI, Part 1, p. 25 WHOLE TO PART AND BACK TO WHOLE “A detour may help the child to pay attention to some particular aspect of print but, clearly, the detail is of limited value on its own. It must in the end be used in the service of reading and writing continuous text.” Clay, LLI, Part 1, p. 25 A LITTLE BIT OF THEORY – WHY WORD WORK “You relate what you hear or see to things you already understand. The moment of truth is the moment of input, How you attend How much you care How you encode What you do with it And how you organize it. Clay, LLI , Part 2 2 11/2/2016 EARLY LEARNING THE JOURNEY OF A WORD New Only just known Successfully problem-solved Easily produced but easily thrown Well-known and recognized in most context Known in many variant forms.
    [Show full text]
  • 'Predicting the Patterns of Early Literacy Achievement
    Predicting Patterns of Early Literacy Achievement: A Longitudinal Study of Transition from Home To School Author Young, Janelle Patricia Published 2004 Thesis Type Thesis (PhD Doctorate) School School of Cognition, Language and Special Education DOI https://doi.org/10.25904/1912/1354 Copyright Statement The author owns the copyright in this thesis, unless stated otherwise. Downloaded from http://hdl.handle.net/10072/367304 Griffith Research Online https://research-repository.griffith.edu.au Predicting the Patterns of Early Literacy Achievement: A Longitudinal Study of Transition from Home to School VOLUME 1 Janelle Patricia Young DipTch; BEd; MEdSt A thesis submitted in fulfillment of the requirements for the degree of Doctor of Philosophy at Faculty of Education, School of Cognition, Language and Special Education, Griffith University, Brisbane. July 2003 ABSTRACT This is a longitudinal study of patterns of children's early literacy development with a view to predicting literacy achievement after one year of schooling. The study fits within an emergent/social constructivist theoretical framework that acknowledges a child as an active learner who constructs meaning from signs and symbols in the company of other more experienced language users. Commencing in the final month of preschool, the literacy achievement of 114 young Australian students was mapped throughout Year 1. Data were gathered from measures of literacy achievement with the students, surveys with parents and surveys and checklists with teachers. Cross-time comparisons were possible as data were gathered three times from the students and teachers and twice from parents. Parents’ perceptions of their children’s personal characteristics, ongoing literacy development and family home literacy practices were examined in relation to children’s measures of literacy achievement.
    [Show full text]
  • How and Why Children Learn About Sounds, Letters, and Words in Reading Recovery Lessons
    DOCUMENT RESUME ED 437 616 CS 013 828 AUTHOR Fountas, Irene C.; Pinnell, Gay Su TITLE How and Why Children Learn about Sounds, Letters, and Words in Reading Recovery Lessons. INSTITUTION Reading Recovery Council of North America, Columbus, OH. PUB DATE 1999-00-00 NOTE 12p. PUB TYPE Guides Classroom Teacher (052) Journal Articles (080) Reports Research (143) JOURNAL CIT Running Record; v12 n1 p1-6,10-11,13-14 Fall 1999 EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Beginning Reading; Classroom Research; *Classroom Techniques; Learning Activities; *Learning Processes; *Literacy; Primary Education; Word Recognition IDENTIFIERS Lesson Structure; *Orthography; Phonological Awareness; *Reading Recovery Projects; Word Learning ABSTRACT This article takes a look at Reading Recovery lesson elements to compare the teaching and learning within the lesson components to several areas of learning that have been identified at the national level as important to children's literacy learning. The lesson elements examined in the article are: (1) phonological awareness; (2) orthographic awareness; and (3) word learning in reading and writing. The article states that the first two areas of knowledge, and the way they are interrelated, contribute to young children's growth in the ability to solve words while reading for meaning, while the third area strongly supports learning in the first two areas and also helps to accelerate early learning in literacy. These elements together contribute to the child's development of a larger process in which the reader uses "in-the-head" strategies in an efficient way to access and orchestrate a variety of information, including meaning and language systems, with the visual and phonological information in print.
    [Show full text]
  • A Tribute to Marie M. Clay
    Marie Clay: An Honored Mentor, Colleague, and Friend A Tribute to Marie M. Clay: It is an awesome task to describe Marie Clay as a mentor, colleague and friend. She Searched for Questions In my attempt, words fail to capture the extensive and nuanced ways that she impacted and influenced those of us That Needed Answers who were privileged to be mentored and befriended by this remarkable Billie Askew, trainer emeritus, Texas Woman’s University humanitarian. The authors in this section provide insight When I consider Marie Clay’s influ- Marie’s perpetual state of inquiry had into the nature of her learning, thinking, ence on my life, I must return to a profound effect on me. At first, it encouraging, and challenging. We are the late 1960s, long before I knew was not always comfortable when reminded of her never ending search for what is possible. Sailing in new directions her. My advisor and mentor at I was the object of her inquiry and herself, she supported her colleagues to the University of Arizona, literacy wanted to respond with an ‘accept- travel to previously uncharted territory scholar Ruth Strang, talked of visiting able’ if not ‘right’ answer. I had to as well. She provided an outstanding with a young researcher from New abandon some ‘safe havens’ and be example of extraordinary research, borne Zealand at the World Congress in open to new ways of thinking, asking from her keen observations of children’s Copenhagen. Dr. Strang predicted new questions of my own. What a development. She employed unusual lenses to observe and capture change over that this extraordinary thinker would gift she gave me—both professionally time and to reveal to all of us what we contribute to world literacy in ways and personally.
    [Show full text]
  • Learning Disabilities-United States
    LEARNING The Learning Disabilit Controversy and Composition Studies LEARNING RE-AILED LEARNING RE-AILED The Learning Disability Controversy and Composition Studies Patricia A. Dunn Utica College of Syracuse University Boynton/Cook Publishers HEINEMANN Portsmouth, NH Boynton/Cook Publishers, Inc. A subsidiary of Reed Elsevier Inc. 361 Hanover Street Portsmouth, NH 03801-3912 Offices and agents throughout the world © 1995 by Patricia A. Dunn. All rights reserved. No part of this book may be reproduced in any form or by any electronic or mechanical means, including information storage and retrieval systems, without permission in writing from the publisher, except by a reviewer, who may quote brief passages in a review. Every effort has been made to contact the copyright holders and students for permission to reprint borrowed material. We regret any oversights that may have occurred and would be happy to rectify them in future printings of this work. Library of Congress Cataloging-in-Publication Data Dunn, Patricia A. Learning re-abled : the learning disability controversy and composition studies / Patricia A. Dunn. p. cm. Includes bibliographical references. ISBN 0-86709-360-9 (alk. paper) 1. Learning disabled-Education (Higher)-United States. 2. Learning disabilities-United States. 3. Dyslexics-Education teaching-United States. I. Title. LC4818.5.D85 1995 371.91-dc20 95-19316 CIP Editor: Peter R. Stillman Production Editor: Renee M. Nicholls Cover Designer: T. Watson Bogaard Printed in the United States of America on acid-free paper. 99
    [Show full text]
  • Introduction and Overview
    Introduction Literacy Lessons™ program is an intervention initiative developed by Marie Clay, internationally known researcher in early literacy learning and the prevention of reading and writing difficulties . The Literacy Lessons trademarks are registered and owned in the U .S . by The Ohio State University, which monitors the trademark requirements and issues annual authorization to use the Literacy Lessons trademark to Reading Recovery university training centers and sites in compliance with these standards . Literacy Lessons may also be referred to as LL™ . Note that the logos are registered marks of The Ohio State University and should be accompanied with the circle R (®)symbol . The words Literacy Lessons and the abbreviation LL should be followed by TM (™) . Only licensed sites can use the logos and the name Literacy Lessons to describe their work . Dr . Clay’s four required elements for a recognized Literacy Lessons implementation follow: 1 . Individually designed and individually delivered instruction for students from special populations who are struggling to develop an early literacy processing system 2 . A recognized course for qualified teachers with ongoing professional development 3 . Ongoing data collection, research, and evaluation 4 . Establishment of an infrastructure and standards to sustain the implementation and maintain quality control Standards and Guidelines of Literacy Lessons in the United States {00203356-1} — Updated June 2015 3 This document presents standards (requirements) and guidelines (recommendations) for implementing Literacy Lessons . Implementations in English and in Spanish are collaborative efforts between Reading Recovery/Descubriendo la Lectura university training centers and Reading Recovery/Descubriendo la Lectura teacher leaders 1. It is intended that Literacy Lessons will only be implemented in schools that include Reading Recovery as an early literacy intervention .
    [Show full text]
  • Peer Dialogue at Literacy Centers in One First-Grade Classroom
    PEER DIALOGUE AT LITERACY CENTERS IN ONE FIRST-GRADE CLASSROOM DISSERTATION Presented in Partial Fulfillment of the Requirements for The Degree Doctor of Philosophy in the Graduate School of The Ohio State University By A. Caroline Maurer, M.Ed. * * * * * The Ohio State University 2008 Dissertation Committee: Approved by Professor Rebecca Kantor, Co-Advisor _______________________ Co-Advisor College of Education Professor Brian Edmiston, Co-Advisor Professor Jeane Copenhaver-Johnson _______________________ Co-Advisor College of Education ABSTRACT Pressley, Rankin, and Yokoi (2000) reported that 85% of first grade teachers nominated by supervisors as being effective in promoting literacy used literacy-learning centers. Using ethnographic methodologies, this naturalistic, qualitative study focused on the role of peer dialogue at literacy centers and how it supports the construction of literacy learning in a first-grade classroom. Classroom observations, including audio tapings, video recordings, artifact collections, and interviews with children allowed an in- depth investigation into how peer dialogue at literacy centers and an art center support children's literacy learning. In addition, the types of peer interactions in which children engage, and how children create and use psychological tools to promote literacy learning was explored. A total of 50 hours of peer dialogue was collected, transcribed and analyzed using the philosophy of coding analysis. Using the social cultural constructivist theory posited by Vygotsky (1978), and research theories of Dyson (1993), the peer dialogue at the intersection of the unofficial social world of children and the official school world of children were analyzed to determine how peer dialogue supported literacy learning. Findings indicated that 47 of the 79 first-grade indicators from the Ohio Academic Content Standards for English Language Arts were utilized and strengthened through peer dialogue.
    [Show full text]
  • Challenging the Familiar Contours of Literacy Teacher Education
    University of Louisville ThinkIR: The University of Louisville's Institutional Repository Electronic Theses and Dissertations 12-2017 Educating critically : challenging the familiar contours of literacy teacher education. Bianca Nightengale-Lee University of Louisville Follow this and additional works at: https://ir.library.louisville.edu/etd Part of the Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Elementary Education Commons, Language and Literacy Education Commons, and the Scholarship of Teaching and Learning Commons Recommended Citation Nightengale-Lee, Bianca, "Educating critically : challenging the familiar contours of literacy teacher education." (2017). Electronic Theses and Dissertations. Paper 2824. https://doi.org/10.18297/etd/2824 This Doctoral Dissertation is brought to you for free and open access by ThinkIR: The University of Louisville's Institutional Repository. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of ThinkIR: The University of Louisville's Institutional Repository. This title appears here courtesy of the author, who has retained all other copyrights. For more information, please contact [email protected]. ! ! ! ! EDUCATING!CRITICALLY:!CHALLENGING!THE!FAMILIAR!CONTOURS!OF!LITERACY! TEACHER!EDUCATION! ! ! By! Bianca!Nightengale?Lee! B.S.,!Eastern!Michigan!University,!2004! M.Ed.,!University!of!Louisville,!2012! ! A!Dissertation!! Submitted!to!the!Faculty!of!the! The!College!of!Education!and!Human!Development! in!Partial!Fulfillment!of!the!Requirements!of!the!University!of!Louisville!
    [Show full text]
  • ECE 697/EDCI 690/RDG 692 Learning to Read COURSE SYLLABUS: SUMMER I 2015
    ECE 697/EDCI 690/RDG 692 Learning to Read COURSE SYLLABUS: SUMMER I 2015 Instructor: David L. Brown, Ph.D. Office Location: Education South, 229 Office Hours: By Appointment Office Phone: 903-886-5536 Office Fax: 903-886-5581 University Email Address: [email protected] COURSE INFORMATION Class Meetings: June 09 Tuesday 5:00 PM – 9:00 PM June 11 Thursday 5:00 PM – 9:00 PM June 16 Tuesday 5:00 PM – 9:00 PM June 18 Thursday 5:00 PM – 9:00 PM June 23 Tuesday 5:00 PM – 9:00 PM June 25 Thursday 5:00 PM – 9:00 PM June 30 Tuesday 5:00 PM – 9:00 PM July 02 Thursday 5:00 PM – 9:00 PM July 07 Tuesday 5:00 PM – 9:00 PM July 09 Thursday 5:00 PM – 9:00 PM Materials – Textbooks, Readings, Supplementary Readings: Textbook(s) Required: Barone, Diane M. & Mallette, Marla H., (2013) “Best Practices in Early Literacy Instruction”. The Guilford Press, ISBN # 978-1462511563 Samuels, Jay S. & Farstrup, Alan E., (2011) “What Research Has to Say About Reading Instruction” (4th Edition). International Reading Association, ISBN # 978-0872078291 ECE 697/EDCI 690/RDG 692 - Page 1 of 16 Recommended Texts: Kamil, Michael, and et al (2000) Handbook of Reading Research, Volume III, Lawrence Erlbaum Associates, Mahwah, New Jersey. Doughty, Catherine & Long, Micheal (2005) The Handbook of Second Language Acquisition, Blackwell Publishers. Neuman, Susan and Dickerson, David (2011) Handbook of Early Literacy Research Guilford Press, New York. Prerequisite: Doctoral level standing or consent of instructor Multiple individualized reading and writing assignments will be required of all class participants.
    [Show full text]
  • ED369293.Pdf
    DOCUMENT RESUME ED 369 293 FL 022 080 TITLE Language Policy, Literacy, and Culture. Roundtable Discussion from the International Conference on Education (43rd, Geneva, Switzerland, September 18, 1992). INSTITUTION United Nations Educational, Scientific, and Cultural Organization, Paris (France). PUB DATE 18 Sep 92 NOTE 66p. PUB TYPE Reports Descriptive (141) Collected Works Conference Proceedings (021) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Adult Basic Education; Anthropological Linguistics; Case Studies; Cultural Pluralism; *Culture; Educational Objectives; *Educational Policy; Ethnography; Foreign Countries; Language Acquisition; *Literacy; Multilingualism; *Public Policy; Second Language Learning; Young Children IDENTIFIERS Africa; Asia; *Language Policy; *UNESCO ABSTRACT The key role that language and language policy play in relation to education, culture, and multiculturalism was emphasized throughout the plenary and workshop discussions of the 43rd Session of the International Conference on Education, convened by UNESCO in September, 1992. This paper reports the roundtable discussions of this meeting. The chapter by William F. Mackey examines differenres among these three concepts in context, content, and the constraints that their treatment imposes on national and/or educational policy. Ayo Bamgbose describes policy options for -language policies in basic education in Africa and argues that the need to associate language policy more closely with educational objectives is key when considering policy options. Mary Clay uses case study examples to show the effects that some language policies have had on language learning. Children's literacy in Latin America is discussed in a chapter by Emilia Ferreiro. Official recognition of plurilingualism in the Asian region and language policy is the focus of the chapter by D. P.
    [Show full text]
  • At-Risk Children's Metacognitive Growth During Reading Recovery
    At-Risk Children’s Metacognitive Growth At-Risk Children’s Metacognitive Growth During Reading Recovery Experience: A Vygotskian Interpretation Beverly E. Cox, Purdue University Zhihui Fang, University of Florida Maribeth Cassidy Schmitt, Purdue University Abstract Metacognition (i.e., self-appraisal and self-management) implies the process of active control over one’s own cognition (Brown, 1980; Jacobs & Paris, 1987). This study described 17 at-risk first graders’ metacognitive growth in an early literacy intervention program—Reading Recovery. Each child was encouraged to relate an oral tale based in experience and then asked to dictate that oral monologue as a writ- ten-for-others text. Per Vygotsky’s (1962) developmental theory which relates speaking and thinking through the regulatory function of language and the internal- ization of others’ discourses, metacognition was observed in the children’s sponta- neous speech as they engaged in a challenging literacy task such as adapting an oral tale to a literate register text. Data were collected at the entry and exit of the Reading Recovery experience. Linguistic, statistical, and qualitative analyses were performed using Cox’s (1994) guidelines. Results revealed that the children exhibit- ed statistically significant and qualitatively distinct growth during the enrichment experience, not only in their knowledge about self, literacy task, and task related strategies, but also in their regulatory capacities to gain control over text content and to accommodate audience needs. Limitations
    [Show full text]