Literaturnachweis - Detailanzeige
| Autor/inn/en | Cairney, Trevor; Ashton, Jean |
|---|---|
| Titel | Three Families, Multiple Discourses: Examining Differences in the Literacy Practices of Home and School. |
| Quelle | (2000), (46 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Discourse Analysis; Elementary Education; Foreign Countries; Literacy; Oral Reading; Parent Participation; Parent Student Relationship; Reading Habits; Sociocultural Patterns |
| Abstract | A study examined shared reading discourses as part of an ongoing research project seeking to understand the sociolinguistic complexity of literacy practices at home and school for a number of specific families. Subjects included three socially and culturally diverse families who shared story reading events, constructed meanings about literacy, and engaged in sociolinguistic practices to support literacy and their children's educational opportunities. Findings suggest that the sociolinguistic complexity of literacy support that adults offer makes it difficult to make simplistic statements concerning the impact of any differences identified across literacy contexts or repeated occurrences of the same type of literacy event within a single context. Additional research can benefit from detailed discourse analysis, which offers a method for in-depth examination of sociolinguistic strategies and opportunities for identifying changes needed in home and school pedagogical practices. Appendixes contain a transcription symbol key; abbreviations, symbols, and definitions used in discourse analysis; and the three transcriptions. (Contains 35 references.) (Author/EF) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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