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• W2098896138 abstract "Wordless books are a new literacy tool that teachers can use in the classroom, but can they help student’s emergent literacy skills development? Emergent literacy skills help guide students in learning how to read. As teachers we need to find strategies to help student’s development in those skills to become successful readers. First grade students from Floyd Elementary School were used in this study to find out if their emergent literacy skills would improve if they wrote the text to a wordless book. Pre and Post assessments were used during the study. The results could have been different if we had used computers for typing the sentences and had a longer period of time to work with the wordless books. Document Type Thesis Degree Name MS in Literacy Education Department Education First Supervisor Gloria E. Jacobs Subject Categories Education This thesis is available at Fisher Digital Publications: http://fisherpub.sjfc.edu/education_ETD_masters/9 Using Wordless Books to Help Emergent Literacy Skills By Jennifer E. Marron Submitted in partial fulfillment of the requirements for the degree M.S. Literacy Education Supervised by Dr. Gloria E. Jacobs Ralph C. Wilson, Jr. School of Education St. John Fisher College April 2010 Abstract Wordless books are a new literacy tool that teachers can use in the classroom, but can they help student’s emergent literacy skills development? Emergent literacy skills help guide students in learning how to read. As teachers we need to find strategies to help student’s development in those skills to become successful readers. First grade students from Floyd Elementary School were used in this study to find out if their emergent literacy skills would improve if they wrote the text to a wordless book. Pre and Post assessments were used during the study. The results could have been different if we had used computers for typing the sentences and had a longer period of time to work with the wordless books.Wordless books are a new literacy tool that teachers can use in the classroom, but can they help student’s emergent literacy skills development? Emergent literacy skills help guide students in learning how to read. As teachers we need to find strategies to help student’s development in those skills to become successful readers. First grade students from Floyd Elementary School were used in this study to find out if their emergent literacy skills would improve if they wrote the text to a wordless book. Pre and Post assessments were used during the study. The results could have been different if we had used computers for typing the sentences and had a longer period of time to work with the wordless books. Can Wordless Books help student’s emergent literacy skills? Wordless books are those in which the story is told only through a series of pictures— often provide a meaningful context for enhancing students oral and written communication skills (Smith, 2003). Wordless books can be used in the classroom in numerous ways. Using wordless books in the classroom allows students to show their creative side. As a teacher I am giving students the opportunity to write the text to a wordless book. Through this activity it is hoped that students will improve their emergent literacy skills. “Emergent literacy is traditionally thought of as referring solely to children’s emerging knowledge about print” (Lysaker2006, Purcell-Gates 2001 and Sulzby 1985 p. 34). It is also defined as and seen in three areas: oral language, phonological awareness, and print awareness (Allot & McCathren, 2003). Elliot and Olliff studied emergent literacy and letter recognition skills. They believe that students need to have knowledge of alphabet, phonological awareness, letter-sound correspondence, awareness of print concepts, and experience using writing as a form of communication (Elliott, Olliff, 2008). Emergent literacy has also been defined to using the following literacy elements: phonological awareness, alphabetic principles, comprehension, concepts about print and vocabulary development (Parette, Hourcade, Boeckmann and Blum 2008). Theoretical Framework “Literacy is a multifaceted set of social practices with a material technology, entailing code breaking, participation, with the knowledge of the text, social uses of text and analysis/critique of text” (Freebody &, Luke, 1990 p. 15). Children’s acquisition of language and literacy happens early on in their life. Parents and culture are highly influential in their children’s acquisition of language and literacy. Everyone is part of a culture and that culture can influence parents and children’s attitudes about language and literacy. The way parents speak can influence how a child learns their language and how they use language as they grow up. When children become more familiar with language they pick up on patterns and things their parents say. When children are young they repeat what their parents say. As children grow older they notice how their parents talk to others, this in turn can effect how their children talk to other children and adults. This can be a positive and negative experience for children. Children generally acquire literacy from living in literate societies and learning from their parents. Also the culture a child lives in affects how they acquire literacy. Cultural words, belief systems, gender, religion, parent occupation, socioeconomic status, nationality, and literacy practices in the home all play a role in learning how to read. Especially with my topic about letters and sounds, a child first learns about letters and sounds from their parents. A child’s parents are their first care givers and are the first ones to discuss, mediate and support a child’s language development. When a child is young parents are constantly talking to their child trying to help them learn new words and identify objects around them. In the study What No Bedtime Story Means: Narrative skills at home and school conducted by Heath (1982). Heath looked at two different towns and how the parents influenced their children’s language and literacy acquisition. In one town called Roadville parents had everything from colorful rooms, music and literacy based stimuli in the baby’s rooms when they came home from the hospital. Roadville children participated in structured literacy activities with their parents all throughout their life. When these children went to school their knowledge of structure in literacy was strong, but when it came to answering questions about feelings these students struggled. In another town called Trackton, children came home with less literacy stimuli than the Roadville children. Trackton children were exposed to adult reading material and conversation. Trackton children did not learn about the structure of literacy rather the feeling part of literacy. This study showed how two different cultures taught their children about literacy and language and how it affected them in the long run. The study also showed how parents view of literacy and language acquisition can differ. As it has been stated culture does play a large role in student’s language and literacy acquisition, teachers should allow students to bring in different artifacts or books about their culture. This will give other students a better understand of each others culture. Students need to be given the opportunity to share their background knowledge about their own literacy experiences. Literacy experiences can be many things, including book reading, reading signs, magazines, menus, and items/objects in a store, just to name a few. Technology is another aid in children acquiring language and literacy. Presently technology is becoming more and more enriched into students lives. The students that I am working with in schools know more about technology than I did when I was their age. In the classroom teachers have access to Smart Boards, Promethean Boards, IPods, wikis, blogs and class websites. When I worked in a kindergarten classrooms, the students learned how to use the Promethean Board just as quick as I did. There are also so many online games for students to use in the classroom. Another website used in my kindergarten classroom was called starfall. There were many letter and sounds activities students could do on their own. These games were also enjoyable for students and helped them learn their letters and sounds. I think Baron sums up the idea of new technology in our world and how we need to deal with it by saying “a new technology like the computer comes along and we are thrown into excitement and confusion as we try it on, try it out, reject it, and then adapt it to our lives—and of course adapt our lives to it” (Baron, 1999, p. 71). Wordless books and technology are connected in a way that they are different from the norm everyone is used to. Wordless books are a new way to read to children and technology is something that is ever changing our lives. I believe that the use of wordless books will let students across all different cultures have more creative input into their acquisition of letters and sounds. I will be giving students the creative freedom to create their own stories. Through this project I hope to gain more insight into student’s acquisition of literacy and how their emergent literacy skills are affected by wordless books." @default.
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