Constructing meaning: Kindergarten children's textual importations following dialogic reading intervention
Abstract
The purpose of this study was to determine if children's intertextual importations increased in number and type following a dialogic based reading instructional approach. Children's success or failure in terms of the attainment of literacy has been linked to their developing awareness of other's subjectivity and the connections they make with texts. Few opportunities currently exist for children to engage with texts. The findings of this study suggest that children who engage in conversations with texts supported by the dialogic based reading instructional approach are better able to develop multiple meanings and connections with texts. The number and types of intertextual importations made by children in this environment increased as did their developing intersubjectivity. Findings from this study are discussed in terms of their implications for instruction and future research.
Degree
Ph.D.
Advisors
Schmitt, Purdue University.
Subject Area
Literacy|Reading instruction|Preschool education
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