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This study describes symbolic representation in block play in a culturally diverse suburban preschool classroom. Block play
is multimodal and can allow children to experiment with materials to represent the world in many forms of literacy. Combined qualitative
and quantitative data from seventy-seven block structures were collected and analyzed. The observed frequency of symbolism
used for three levels of symbolism (1) pre-symbolism, (2) first level symbolism, and (3) second level symbolism was investigated.
Results indicated significant differences for first level symbolism or real-world objects. Students reported making homes
for Webkinz, indicating an ability to encode multimodally the Webkinz computer game played at home to their school block play. The implications from these findings suggest educators
should consider both a sociocultural perspective on playing and children’s out of-school experiences on learning. A research
agenda that includes multimodality as performance is critical to early childhood education. 相似文献
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The study compared the invented spelling of vowels in kindergarten native Spanish speaking children with that of English monolinguals. It examined whether, after receiving phonics instruction for short vowels, the spelling of native Spanish-speaking kindergartners would contain phonological errors that were influenced by their first language. Results showed no differences between the two groups on the number of correct short vowel spellings, even though the sounds for four of the five English short vowels do not exist in Spanish. By contrast, differences were observed in the representation of long vowels with a higher rate of error among ELLs. The students had not received explicit instruction in long vowels. ELLs appeared to be trying to represent the diphthongized nature of some English long vowels by spelling long vowels with more than one vowel. The results support the authors’ hypothesis that kindergarten phonics instruction had an impact on the invented spellings of new second language vowel phonemes. 相似文献
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This study compared the English spelling of native Spanish-speaking children receiving English-only instruction with monolingual
native English speaking children at the end of kindergarten. In invented spelling, young bilingual children can show us how
they perceive the unique sounds of English by the way they map English letters onto non-Spanish sounds. The spelling of non-Spanish
phonemes and English and Spanish stop consonants differing in voice onset time were examined. The relationship of plausible
English spelling with English vocabulary knowledge was also investigated. The bilingual kindergarteners had significantly
fewer correct spellings of ending stop consonants, which differ phonetically in English and Spanish, than did the monolingual
group. No significant difference between the two groups at the end of kindergarten was found when spelling non-Spanish phonemes
however. The lexical restructuring model was applied to explain a positive correlation between vocabulary and plausible English
spellings. 相似文献
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The relationship between ability to invent spellings and ability to finger-point read memorized text was examined in 109 kindergartners in whole-language classrooms. It was hypothesized that letter name knowledge and phonemic awareness would account for ability in finger-point reading, but that invented spelling, because it requires the left-to-right alphabetic principle as well, would account for additional variance, and this turned out to be the case. It was also hypothesized that although initial phoneme spellings would be easier than those in other positions, and would be a factor in the voice-print match in finger-point reading, final phonemes would also play a significant role. This turned out to be the case for children who were able to read only a word or two, as well as for more capable beginners. Results were consistent with Ehri's (1992) model of phonetic-cue sight reading in which letters are utilized from both initial and final positions. 相似文献
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