Full View of Record

System Control no.  (Aleph)000521334EMU01
System Control no.  u2637081
System Control no.  AAI9404212
System Control no.  (UnM)AAI9404212
Cataloging Source  UnM UnM UtOrBLW
Personal Name  Reese, Jeanne Elaine.
Title  Predicting emergent literacy from mother-child conversational interactions.
Phys. Description  158 pages
Content Type  text txt rdacontent
Media Type  unmediated n rdamedia
Carrier Type  volume nc rdacarrier
General Note  Source of abstract: Dissertation Abstracts International, Volume: 54-09, Section: B, page: 4946.
General Note  Advisor: Robyn Fivush.
Dissertation Note  Thesis Ph.D. Emory University 1993.
Summary, Etc.  Mother-child conversational interactions in two contexts, past event narratives and shared book reading, were assessed longitudinally for their contributions to children's emergent literacy before entry into formal schooling. Twenty mother-child pairs discussed shared past events and read an unfamiliar storybook together when children were 40, 46, and 58 months old. Children were then given a comprehensive literacy assessment of their print and narrative skills at 70 months. Mothers' earlier conversations were coded for the degree to which they contextualized stories or events, engaged in direct teaching about print or memory, and explained stories to children. Using growth curve analysis (see Willett, 1988), maternal patterns of consistency and change on these dimensions across the 18-month time period were related to children's emergent literacy. Primary findings were that (1) maternal conversational models were significantly associated with children's performance on five out of six emergent literacy tasks; (2) maternal contextualizing talk during past event narratives was positively related to children's subsequent print skills; (3) mothers' metacognitive techniques during past event narratives and their high-demand comments during book reading were positively related to a number of children's literacy skills; and (4) children's growing participation in conversations showed a stronger relationship with their later narrative skills than with print performance. The implications of these findings are explored for notions of adult scaffolding and the role of children in theories of the socialization of cognitive skills.
Added Corporate  Emory University.
787  Dissertation Abstracts International 54-09B.
790  Fivush, Robyn, thesis advisor.
Electronic Location  http://proxy.library.emory.edu/login?url=http://wwwlib.umi.com/dissertations/fullcit/9404212 Emory authorized users can click on "Free download", enter email address and follow instructions to download the dissertation
Local info.  RDA ENRICHED
Local info.  MARS
Local info.  EM-UMIDISS
Local info.  9DT 20050801