Emerging Alphabetic Literacy in School Contexts: Toward Defining the Gap between School Curriculum and Child Mind.

Dyson, Anne Haas

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Peer reviewed

ERIC Number: EJ293032

Record Type: CIJE

Publication Date: 1984

Pages: N/A

Abstractor: N/A

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Emerging Alphabetic Literacy in School Contexts: Toward Defining the Gap between School Curriculum and Child Mind.

Dyson, Anne Haas

Written Communication, v1 n1 p5-55 Jan 1984

Draws a number of conclusions from observing children involved in early literacy tasks, including the following: (1) children and teachers live together in schools, but their perceptions of shared world differ; and (2) the teacher, frequently operating from hierarchy model of curriculum, plans activities promoting and assessing literacy skills, while child operates from framework of cultural and personal experiences. (FL)

Descriptors: Child Development, Child Language, Cognitive Development, Cognitive Processes, Family Role, Integrated Activities, Language Acquisition, Literacy, Reading Research, Reading Skills, School Role, Student Reaction, Student Teacher Relationship, Writing Research, Writing Skills

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

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Note: Available from Sage Publications, Inc., 275 South Beverly Drive, Beverly Hills, CA 90212.