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ERIC Number: EJ833893
Record Type: Journal
Publication Date: 2008
Pages: 18
Abstractor: As Provided
Reference Count: 48
ISSN: ISSN-0034-0502
It's Time to Foreground the Relational Aspects of Literacy Learning
Matthews, Mona W.; Kesner, John E.
Reading Horizons, v48 n4 p243-260 2008
This article describes how young children's early relationships with caregivers and other significant adults, such as teachers, do far more than introduce and mediate their literacy experiences. These relationships are the experience, and only with time and development do young children differentiate from these experiences the signs and symbols as objects for exploration in their own right. To understand the literacy development of children, birth to five, one must understand the role children's relationships play in this development. To support this argument, the authors cross disciplines and include theories within literacy and developmental psychology. First, they describe theories related to the role others play in children's general development. They then review studies which examined how these relationships influence children's literacy development; next they examine the prominence of children's relationships with others in current literacy documents. Finally, this article concludes with suggestions to forefront the relational dimension of literacy learning. (Contains 1 table.)
Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Grade 5; Grade 6; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A