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ERIC Number: ED214116
Record Type: RIE
Publication Date: 1982-Mar
Pages: 40
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Social Origins of Comprehension Skills at the Pre-Reading Level.
McNamee, Gillian Dowley
Working under the hypothesis that a child's concept of a story and his or her concept of the task of narration used to tap comprehension emerge first in social interaction, a methodology was created for studying the process of development from dependent functioning in social interaction to independent functioning based on L. Vygotsky's theoretical perspective--that the child first acts out the appropriate behaviors necessary to complete a task under someone else's guidance. The development of comprehension skills in the preschool children was investigated through two kinds of teacher-child interactions: (1) children individually narrating a story to the researcher, and (2) children dramatizing the story in small groups. Four case studies illustrated how the social interaction within and around the stories as guided by the teacher over time contained the blueprint for each child's mental construction of thought processes. It was concluded that if children develop story schemas or scripts for memory and comprehension of texts and text-like material, then these mental processes are being constructed in the dialogues and social interactions involving stories with significant people in their lives during the preschool years. (Appended are transcripts of the teacher-child interactions.) (HOD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Schemata; Social Interaction; Story Grammar
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 19-23, 1982).