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Using Language to Gain Insight into Literacy Learning.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Bailey, Dora L. Vacca, Richard T. |
| Copyright Year | 1986 |
| Abstract | A “language story” captures children’s interactions with their immediate surroundings–the world about them–in such a way that it reflects how children develop the expectation that oral or written language is meaningful. As teachers of reading and writing we can use children’s language stories as a tool to gain insights into processes related to literacy learning. USING LANGUAGE TO GAIN INSIGHT INTO LITERACY LEARNING Dora L. Bailey and Richard T. Vacca Reading and Writing Development Ctr. Kent State University, Kent, Ohio A "language story" captures children's interactions with their immediate surroundings--the world about them--in such a way that it reflects how children develop the expectation that oral or written language is meaningful. As teachers of reading and writing we can use children's language stories as a tool to gain insights into processes related to literacy learning. Take, for example, Amy's story. As a preschooler, Amy enjoyed reading the signs along the road and the eye-catch i ng adverti sements d i spl ayed by the supermarkets and gasoline stations. She would also read the labels of familiar home products. Once she discovered that the label related directly to the content, she became an avid reader of labels and excitedly explained that now she wou 1 d not need to squeeze a tube, sp i II a bott 1 e, or open a box to discover what was inside--she would merely read the label and know! One hot, sunny afternoon Amy went swimming with her family at the local beach. She was accompanied by her nineyear old cous in, C lint and her grandparents. The grandpa rents feared that Amy I slight skin would be harmed by the sun and had brought along a bottle of sun-screen. Amy reached for the bottle of "stuff" and proceeded to read the label, "Sun ... in a bottle? .. Clint, what's this word?" Cl i nt answered, "Sun screen". Upon hearing the answer to her reading dilemma, Amy began to cry in panic. She cried loudly; she signaled extreme distress. However, she could not communicate clearly what had caused her distress. Her grandparents were alarmed but totally unable to penetrate the reason for her distress. Although they tried to comfort and reassure Amy, they could not alleviate her panic. Amy's cousin, however, sensed that her distress was the outcome of what she had read on the label. He picked up the bottle and said, "Is it the bottle that scares you?" Amy gu I ped a scream and nodded her head. Her cous in read the label aloud, "Sun screen--are you afraid of this?" Amy nodded "Yes" wh i Ie strugg ling to suppress her sobs. C lint |
| Starting Page | 6 |
| Ending Page | 6 |
| Page Count | 1 |
| File Format | PDF HTM / HTML |
| Volume Number | 26 |
| Alternate Webpage(s) | https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1820&context=reading_horizons&httpsredir=1&referer= |
| Alternate Webpage(s) | http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1820&context=reading_horizons |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
