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ERIC Number: ED200903
Record Type: RIE
Publication Date: 1981-Apr
Pages: 41
Abstractor: N/A
When Kindergarteners Read and Write: Focus upon Told and Dictated Story Characteristics.
Sulzby, Elizabeth
Kindergarten children differ in how close they are to becoming readers and writers. A study investigated the dictated and handwritten materials of 24 kindergarten children. In each of two sessions, three language productions were obtained: a told story, a dictated story, and a handwritten story. Additionally, samples of rereading and editing were gathered for each of the two written versions. Samples were scored on a seven-point scale based upon the nature of the written productions and the degree of matching eyes and voice to print. Adaptations to modes were scored in three ways: intonation patterns were marked, fluency was described, and the telling and dictating were described holistically with a descriptive narrative. Results indicated that a large number of five-year-old children showed the ability to sound as if they were dictating; that children were able to sound as if they were telling a story and to actually maintain an oral monologue; that children who were high in reading abilities adapted dictation toward writing; and that children who were low in reading abilities moved their telling more toward the conversational mode. (HOD)
Publication Type: Speeches/Meeting Papers; Reports - Research; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.; National Council of Teachers of English, Champaign, IL.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 13-17, 1981).