I already know how to read.: Literacy through the eyes and mind of a child.

Persistent Link:
http://hdl.handle.net/10150/186761
Title:
I already know how to read.: Literacy through the eyes and mind of a child.
Author:
Martens, Prisca Amalia.
Issue Date:
1994
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Sarah's literacy from ages 2-5 is documented through this longitudinal interpretative case study. The researcher, Sarah's mother, employed ethnographic techniques and methodologies of data analysis and data collection, including interviews, writing samples, audiotapes, observations, and field notes, to accomplish the research goals and purposes. The initial research goals were twofold: (a) to observe and describe Sarah's literacy in natural settings, particularly at home, beginning formally at age 2; and (b) to analyze, understand, and explain her literacy learning process. The model of literacy learning presented, the generative learning cycle, is grounded and rooted in both the data and the theory and research of others, notably Ken Goodman, Yetta Goodman, and Kathy Short. The data demonstrate that Sarah's learning is continuous and not hierarchically ordered as developmental stages propose. While the qualities of her literacy artifacts, or products, change, the quality of her thinking, strategies, and learning process do not. She perceives, questions, and invents sophisticated solutions to her inquiries concerning literacy, continually utilizing all she knows to outgrow herself and learn what she does not know.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Reading (Preschool) -- Case studies.; Literacy -- Case studies.; Children -- Language -- Case studies.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Language, Reading and Culture; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Goodman, Yetta M.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleI already know how to read.: Literacy through the eyes and mind of a child.en_US
dc.creatorMartens, Prisca Amalia.en_US
dc.contributor.authorMartens, Prisca Amalia.en_US
dc.date.issued1994en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractSarah's literacy from ages 2-5 is documented through this longitudinal interpretative case study. The researcher, Sarah's mother, employed ethnographic techniques and methodologies of data analysis and data collection, including interviews, writing samples, audiotapes, observations, and field notes, to accomplish the research goals and purposes. The initial research goals were twofold: (a) to observe and describe Sarah's literacy in natural settings, particularly at home, beginning formally at age 2; and (b) to analyze, understand, and explain her literacy learning process. The model of literacy learning presented, the generative learning cycle, is grounded and rooted in both the data and the theory and research of others, notably Ken Goodman, Yetta Goodman, and Kathy Short. The data demonstrate that Sarah's learning is continuous and not hierarchically ordered as developmental stages propose. While the qualities of her literacy artifacts, or products, change, the quality of her thinking, strategies, and learning process do not. She perceives, questions, and invents sophisticated solutions to her inquiries concerning literacy, continually utilizing all she knows to outgrow herself and learn what she does not know.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectReading (Preschool) -- Case studies.en_US
dc.subjectLiteracy -- Case studies.en_US
dc.subjectChildren -- Language -- Case studies.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineLanguage, Reading and Cultureen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairGoodman, Yetta M.en_US
dc.contributor.committeememberGoodman, Kenneth S.en_US
dc.contributor.committeememberMcCarty, Teresaen_US
dc.contributor.committeememberShort, Kathy G.en_US
dc.contributor.committeememberFox, Danaen_US
dc.identifier.proquest9426588en_US
dc.identifier.oclc705020959en_US
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