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ERIC Number: ED237227
Record Type: Non-Journal
Publication Date: 1982
Pages: 148
Abstractor: N/A
Reference Count: N/A
Literacy Resources: How Preschoolers Interact with Written Communication. Final Report.
Anderson, Alonzo B.
This ethnographic, longitudinal study investigates the home literacy experiences of low income children to gain insight into why such children generally do not learn to read and write as well as middle class children. Participating were 24 children, approximately 2.5 to 3.5 years of age, in groups equally divided by sex. Subjects were from three ethnic groups: Anglo-, Black-, and Mexican-American. To identify the sources of those life experiences leading to the development of literacy, extensive naturalistic home observations were made for periods ranging from 3 to 18 months. Observer-participants taking field notes described literacy events, specifically focusing on actions, the contexts of events, participants, co-occurring/alternating events, reasons events ended, and subsequent activities. Over 1,400 literacy events were recorded and analyzed; both qualitative and quantitative analyses were made. In the quantitative analysis, the independent variable was ethnicity. The literacy event, the original dependent variable, was differentiated into two quantitative and three qualitative components. Quantitative components included duration and frequency of literacy events; qualitative components were participant structure, lesson content, and context. Many transcriptions of literacy events are provided in the text, and results and their implications are extensively discussed. A coding manual, the Literacy Event Observation System, is appended. (RH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: California Univ., San Diego. Laboratory of Comparative Human Cognition.