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• W217613634 abstract "Using the tools of systematic grammar, this case study examined 3and 4-year-old children's experiences with storytelling and the potential effects of those experiences on the children's future success in learning to read. Subjects were students attending one of two nursery school classes held at a large primary school on the south coast of England. These children came from families experiencing financial, social, and physical problems. Results indicated that: (1) storytelling helped to gain the students' attention; (2) throughout the school year, the children began to move toward more explicit, individual self-expression and away from dependence on shared observations; (3) some children had substantial gains in learning language styles very different from those found in their prior conversational experience; (4) in October, only 21 percent of teacher-child dialogic interactions were initiated by students, but by May, this number had increased to 54 percent; and (5) children experienced many positive gains, in various areas, from learning how to actively construct narratives. (JW) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Dombey INRP September 1995 Interaction at storytime in the nursery classroom Henrietta Dombey University of Brighton ON United Kingdom 00 42) U S. DEPARTMENT OF EDUCATION Ou TO Of Eaucavonai Research aye imryovement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) )(This document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy Abstract This case study examines three and four year old children's encounters with stories in a nursery class in a problematic socio-cultural area and their implication for the children's future success in learning to read. Using the tools of systemic grammar, an analysis is made of the successive stories the children help one animal puppet tell another which shows the children's marked progress in development towards a mastery of written language on a number of linguistic indices. Analysis of the teacher's storytime shows this learning to be a social enterprise of a collaborative sort, where the teacher's role is crucial, inviting active participation in the construction of the story's meaning, while communicating a hospitality to the children's non-standard vernacular, thus enabling them to take possession of many of the forms and meanings of the language of the written word.This case study examines three and four year old children's encounters with stories in a nursery class in a problematic socio-cultural area and their implication for the children's future success in learning to read. Using the tools of systemic grammar, an analysis is made of the successive stories the children help one animal puppet tell another which shows the children's marked progress in development towards a mastery of written language on a number of linguistic indices. Analysis of the teacher's storytime shows this learning to be a social enterprise of a collaborative sort, where the teacher's role is crucial, inviting active participation in the construction of the story's meaning, while communicating a hospitality to the children's non-standard vernacular, thus enabling them to take possession of many of the forms and meanings of the language of the written word. PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY" @default.
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• W217613634 title "Interaction at Storytime in the Nursery Classroom." @default.
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