Making concepts of print symbolic: Understanding how writing represents language  

Oleh:

Bialystok, Ellen

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: First Language (Full Text) vol. 15 no. 45 (1995), page 317-338.
Fulltext: First Language 1995 15. 317-338.pdf (1.07MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/FIL/15 Non-tandon: tidak ada Tandon: 1

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Preschool children were given an opportunity to produce pseudocursive scribbles and then assessed for their concepts of print. Prereading children who could identify letters and print their own names participated in four tasks examining their beliefs about what made written material readable. The tasks evaluated children's perceptual distinctions between writing and non-writing forms of writing . Children were first placed in situations that might result in their producing pseudocursive writing and then could read it. Following this, they solved three tasks in which they were asked to make judgements about what kinds of material could be read, who could read it,, and what letters were represented in a sample of cursive writing. The tasks were progresively more difficult but showed that the children knew a lot about the forms of writing. In spite of this, virtually all the children produced pseudocursive scribbles and believed they could be read. the interpretation is that the knowledge these children have of the forms of writing does not include understanding the symbolic function by which these forms represent language.

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