ONCE UPON A TIME: THE REFERENCE OF STORY GRAMMAR UNITS DURING PARENT-CHILD STORY BOOK READING
Acquiring literacy skills is a complex process that requires social influences. One important social influence, according to Lev Vygotsky, is the caregiver. Within a child's Zone of Proximal Development, the caregiver can help the child learn new concepts and ideas. Caregivers are particularly important as a child develops literacy skills. By using a variety of techniques, caregivers can teach reading comprehension as well as critical thinking skills in order to promote literacy development. Sixteen children were read Bear Shadow within parent-child dyads. Transcripts of de-contextualized language from each session were analyzed for frequency, range and relation categories. The results showed that the story grammar elements referenced most frequently were Attempt and Consequence. Also, on average, most parents referenced 4.75 out of the eight total story grammar elements during story book reading. To do this, most parents related their comments to story book illustrations, followed by text.
School:University of Cincinnati
School Location:USA - Ohio
Source Type:Master's Thesis
Keywords:literacy story grammar units
Date of Publication:01/01/2007