ERIC Number: ED405555
Record Type: Non-Journal
Publication Date: 1997
Reference Count: N/A
The Role of Close Relationships in Early Literacy Learning: Towards a Working Model. Reading Research Report No. 80.
Pellegrini, A. D.; Galda, Lee
As part of an attempt to precisely clarify the role of social context in early literacy development, this paper presents a working theoretical model for the ways in which one form of close social relationship, friendship, relates to early school-based literacy. The paper defines friendship as a dyadic, mutual relationship. The paper suggests that the emotional climate of trust and mutuality characteristic of friendships supports cognitive conflict and subsequent resolution. These processes, in turn, afford opportunities for children to reflect upon the linguistic and cognitive processes that constitute school-based literacy. The paper concludes with a discussion of implications for future research. Contains 63 references. (Author/RS)
Publication Type: Opinion Papers; Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.