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The social contexts of literacy interactions in a literature-based kindergarten classroom
Abstract
The purpose of this observational case study was to describe and understand how kindergarten children respond to picture books and how they interact with one another as they examine and talk about books in a literature-based classroom. The study focused on book reading events from the perspective of the participants in one kindergarten classroom for seven months. There were 20 children primarily from white middle-class families attending the afternoon class. In order to describe the variable context of the classroom, the researcher used ethnographic techniques of close observation, notation, informal interviews, and written products. The results of this study indicate the powerful role the teacher had in establishing the social context for kindergartners to interact with one another during book reading events. Five characteristics were apparent in this research setting: sensitivity to richness of language, frequency of read-aloud events, the teacher's mediated talk in book reading events, opportunities for social interaction, and word play. The conclusions drawn from this study, based on ethnographic techniques, were: (1) The manner in which children interacted with classmates and their teacher was of great significance in their literacy development. (2) Students assumed different roles when they interacted with their classmates. (3) The evaluative comments children made were indicative of positive attitudes reflecting a belief in themselves as readers. (4) The numerous read-aloud events and book sharing episodes paved the way for all of the kindergartners to become fluent in at least one picture book. (5) Students shared their feelings about books and made life-to-text and text-to-life connections.
Subject Area
Literacy|Reading instruction|Preschool education
Recommended Citation
Moore, Lynn Marie Helm, "The social contexts of literacy interactions in a literature-based kindergarten classroom" (1992). ETD collection for University of Nebraska-Lincoln. AAI9308189.
https://digitalcommons.unl.edu/dissertations/AAI9308189