ERIC Number: ED255871
Record Type: RIE
Publication Date: 1984-Nov
Learning to Comprehend Written Language.
Teale, William H.
The comprehension of written stories starts with learning to comprehend everyday situations, but it is the child's direct experiences with written stories that bring the process to fruition. These direct experiences with stories are generally of two types. Initially there is a storybook time, the occasions upon which a literate person, usually the mother, and the child engage in an act of communication with a book as the focus of the interaction. As the child becomes familiar with reading books through story time, the child experiences written story in another way--the independent reenactments of familiar books. The general description of the means by which storybook time helps the child learn to comprehend written stories is L. S. Vygotsky's notion of development from interpsychological functioning (the parent and the child jointly construct the story) to intrapsychological functioning (the child is able to construct, or comprehend, the story individually). Classrooms should be places where children experience stories. To ensure that children begin very early on to learn to comprehend written language, the teacher can offer the children story experiences through group storybook readings, lap reading, repeated readings, and opportunities for independent reenactments. Included are a three-page bibliography and five transcripts of mother-child interactions during the reading of five stories. (HOD)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Council of Teachers of English (74th, Detroit, MI, November 16-21, 1984). Funding provided by a Faculty Research Grant from the University of Texas, San Antonio, and by a grant from the Spencer Foundation.