1 Front Matter 2 Executive Summary 3 Part I: Introduction to Reading 4 1. Introduction 5 2. The Process of Learning to Read 6 Part II: Who Are We Talking About? 7 3. Who Has Reading Difficulties? 8 4. Predictors of Success and Failure in Reading 9 Part III: Prevention and Intervention 10 5. Preventing Reading Difficulties Before Kindergarten 11 6. Instructional Strategies for Kindergarten and the Primary Grades 12 7. Organizational Strategies for Kindergarten and the Primary Grades 13 8. Helping Children with Reading Difficulties in Grades 1 to 3 14 Part IV: Knowledge into Action 15 9. The Agents of Change 16 10. Recommendations for Practice and Research 17 References 18 Biographical Sketches 19 Index

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Preventing reading difficulties in young children

Narrative inquiry refers to a subset of qualitative research designs in which stories are used to describe human action. The term narrative has been employed by qualitative researchers with a variety of meanings. In the context of narrative inquiry, narrative refers to a discourse form in which events and happenings are configured into a temporal unity by means of a plot. Bruner (1985) designates two types of cognition: paradigmatic, which operates by recognizing elements as members of a category; and narrative, which operates by combining elements into an emplotted story. Narrative inquiries divide into two distinct groups based on Bruner's types of cognition. Paradigmatic‐type narrative inquiry gathers stories for its data and uses paradigmatic analytic procedures to produce taxonomies and categories out of the common elements across the database. Narrative‐type narrative inquiry gathers events and happenings as its data and uses narrative analytic procedures to produce explanatory stories.

Narrative configuration in qualitative analysis

The authors first describe individual differences in the structure of the self. In the independent self-construal, representations of others are separate from the self. In the interdependent self-construal, others are considered part of the self (H. Markus & S. Kitayama, 1991). In general, men in the United States are thought to construct and maintain an independent self-construal, whereas women are thought to construct and maintain an interdependent self-construal. The authors review the psychological literature to demonstrate that many gender differences in cognition, motivation, emotion, and social behavior may be explained in terms of men's and women's different self-construals. Recognition of the interdependent self-construal as a possible alternative conception of the self may stimulate new investigations into the ways the self influences a person's thinking, feeling, and behaving.

Models of the Self: Self-Construals and Gender

Recent years have witnessed an upsurge of interest among theorists and researchers in autobiographical recollections, life stories, and narrative approaches to understanding human behavior and expe...

The psychology of life stories.

1. Introduction Usage-based approaches hold that we learn linguistic constructions while engaging in communication, the " interpersonal communicative and cognitive processes that everywhere and always shape language " (Slobin 1997). Constructions are form-meaning mappings, conventionalized in the speech community, and entrenched as language knowledge in the learner's mind. They are the symbolic units of language relating the defining properties of their morphological, syntactic, and lexical form with particular semantic, pragmatic, and discourse 2008). Broadly, Construction Grammar argues that all grammatical phenomena can be understood as learned pairings of form (from morphemes, words, and idioms, to partially lexically filled and fully general phrasal patterns) and their associated semantic or discourse functions. Such beliefs, increasingly influential in the study of child language acquisition, have turned upside down generative assumptions of innate language acquisition devices, the continuity hypothesis, and top-down, rule-governed, processing, bringing back data-driven, emergent accounts of linguistic systematicities. Constructionist theories of child first language acquisition (L1A) use dense longitudinal corpora to chart the emergence of creative linguistic competence from children's analyses of the utterances in their usage history and from their Second language (L2) learners share the goal of understanding language and how it works. Since they achieve this based upon their experience of language usage, there are many Second Language Acquisition p. 1 commonalities between first and second language acquisition that can be understood from corpus analyses of input and from cognitive-and psycho-linguistic analyses of construction acquisition following associative and cognitive principles of learning and categorization. Therefore Usage-based approaches, Cognitive Linguistics, and Corpus Linguistics are increasingly influential in and Ellis 2009), albeit with the twist that since they have previously devoted considerable resources to the estimation of the characteristics of another language-the native tongue in which they have considerable fluency-L2 learners' computations and inductions are often affected by transfer, with L1-tuned expectations and selective attention (Ellis 2006c; Ellis and Sagarra, 2010a) blinding the acquisition system to aspects of the L2 sample, thus biasing their estimation from naturalistic usage and producing the limited attainment that is typical of adult second language acquisition (L2A). Thus L2A is different from L1A in that it involves processes of construction and reconstruction. The organization of the remainder of chapter is as follows. Section 2 provides evidence for the psychological reality of constructions in L2. Section 3 presents a psychological analysis of the effects of form, function, frequency, and contingency that are common to both L1 …

Second language acquisition

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Relating events in narrative: a crosslinguistic developmental study.

Developmental Psycholinguistics: Three Ways of Looking at a Child’s Narrative

This article describes 2 points of view about the relationship between oral-language and literacy skills: The phonological sensitivity approach posits that vocabulary provides the basis for phonological sensitivity, which then is the key language ability supporting reading, and the comprehensive language approach (CLA) posits that varied language skills interact with literacy knowledge and continue to play a vital role in subsequent reading achievement. The study included 533 Head Start preschool-aged children (M 4 years 9 months) in 2 locations and examined receptive vocabulary, phonological awareness, and print knowledge. Partial correlational and regression analyses found results consistent with the CLA approach and evidence of a core deficit in phonological sensitivity, interpreted in a manner consistent with the CLA perspective.

The Comprehensive Language Approach to Early Literacy: The Interrelationships Among Vocabulary, Phonological Sensitivity, and Print Knowledge Among Preschool-Aged Children

Twenty economically disadvantaged preschoolers (mean age 3;7) were randomly assigned to an intervention or a control group, and their mothers' styles of eliciting narratives from their children were assessed before and after intervention. Mothers of intervention children were encouraged to spend more time in narrative conversation, ask more open-ended and context-eliciting questions, and encourage longer narratives through back-channel responses. Children's narrative and vocabulary skills were assessed before and after the year-long intervention and 14 children participated in a follow-up assessment a year later. Narrative measures included the number and length of narratives as well as how decontextualized and informative they were. Intervention children showed significant vocabulary improvement immediately after intervention terminated, and a year later they showed overall improvements in narrative skill. In particular, intervention children produced more context-setting descriptions about where and especially when the described events took place. Such decontextualized language has been emphasized as important for literacy acquisition.

Encouraging narratives in preschoolers: an intervention study.

Effective narration, the telling of stories or recounting of personal experiences, is an art requiring skills that appear crucial for children's language development and literacy acquisition. This volume serves an important purpose because it pulls together the widely scattered literature in the field, exploring the ways in which oral narrative structure develops in children and how it may be facilitated. It presents new empirical studies on genres of narrative, the role narrative structure plays in emergent literacy, the relationship between narrative language and autobiographical memory, and ways in which teachers and parents facilitate or hinder children's narrative development. The empirical research presented here draws from diverse groups, including Hispanic, African-American, and Anglo-American children from rural and urban America and Canada.

Allyssa McCabe

Papers

Relating events in narrative: a crosslinguistic developmental study.

Developmental Psycholinguistics: Three Ways of Looking at a Child’s Narrative

The Comprehensive Language Approach to Early Literacy: The Interrelationships Among Vocabulary, Phonological Sensitivity, and Print Knowledge Among Preschool-Aged Children

Encouraging narratives in preschoolers: an intervention study.

Developing narrative structure.