NotesFAQContact Us
Search Tips
ERIC Number: ED218585
Record Type: Non-Journal
Publication Date: 1981-Dec
Pages: 22
Abstractor: N/A
Reference Count: N/A
Evidence of Planning in Dialogue and Monologue by Five-Year-Old Emergent Readers.
Cox, Beverly; Sulzby, Elizabeth
A study investigated the linguistic development of three kindergarten children judged to be high, moderate, or low in emergent reading ability. Specifically, the study examined whether a developmental direction from dialogue to monologue exists in the children and whether a characteristic of thought termed "inner speech" underlies each discourse mode. The children were recorded on a number of occasions during a school year as they engaged in conversation (dialogue) and told stories (monologue). Transcripts of these recordings were then coded for dialogue and monologue effectiveness and for characteristics of inner speech. Results showed that for the high and low emergent reading ability children, dialogue competence preceded monologue competence, which was not the case for the moderate reading ability child. In addition, the high and low reading ability children employed more inner speech than did the moderate ability child. The findings suggest that examining the dialogue and monologue performances of prereading children can provide valuable information about emergent reading ability. They also show that for some children, intrusions of inner speech are important signs of the degree of internalized speech forms. (FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A