Ο αναδυόμενος γραμματισμός στην προσχολική εκπαίδευση: Νέα ζητήματα και εκπαιδευτικές προτάσεις


Δημοσιευμένα: May 30, 2016
Λέξεις-κλειδιά:
Συστατικά αναδυόμενου γραμματισμού προφορικός λόγος μεταγλωσσικές δεξιότητες έννοιες αντίληψης γραπτού λόγου οικογενειακός γραμματισμός.
George Manolitsis
https://orcid.org/0000-0002-2117-2384
Περίληψη

Περίληψη. Η μελέτη αυτή παρουσιάζει μία προσέγγιση για την ερμηνεία του αναδυόμενου γραμματισμού, η οποία τεκμηριώνεται στην ανάλυση βιβλιογραφικών δεδομένων τόσο ως προς τα θεωρητικά μοντέλα των τελευταίων τριάντα ετών όσο και ως προς τα σύγχρονα ερευνητικά ευρήματα για την ανάδυση του γραμματισμού. Σύμφωνα με το προτεινόμενο τριγωνικό θεωρητικό μοντέλο οι περιβαλλοντικές εμπειρίες κατέχουν κεντρικό ρόλο στη συνεχή ανατροφοδότηση μεταξύ των συστατικών στοιχείων του αναδυόμενου γραμματισμού. Τα συστατικά στοιχεία που βρίσκονται στις κορυφές ενός τριγώνου και θεωρούνται κρίσιμα στην ανάδυση του γραμματισμού προσδιορίζονται ως προς το επίπεδο των εννοιολογικών και διαδικαστικών γνώσεων, των δεξιοτήτων του προφορικού λόγου και της γλωσσικής επίγνωσης, των μορφών συμπεριφοράς αναδυόμενης ανάγνωσης και γραφής.

Λέξεις κλειδιά: Συστατικά αναδυόμενου γραμματισμού, προφορικός λόγος, μεταγλωσσικές δεξιότητες, έννοιες αντίληψης γραπτού λόγου, οικογενειακός γραμματισμός.

Summary. The present study aims to describe a theoretical perspective of emergent literacy, based on a detailed literature review of previous theoretical models, and on contemporary research findings on the structure of emergent literacy. A triangular model is suggested to explain the construct of emergent literacy. A prominent role is given to the continuous interaction of various contextual experiences with the components of emergent literacy. The construct of emergent literacy consists of three major components which are considered critical for literacy acquisition. These major components are the knowledge of literacy concepts, literacy skills and literacy behaviours. The knowledge components include concepts about print and letter knowledge; the literacy skills include oral language (vocabulary, listening comprehension, and narrative skills) and metalinguistic (phonological, syntactic and morphological awareness) skills; literacy behaviour includes emergent reading and emergent writing. According to this triangular model, the components of literacy knowledge and literacy skills are intercorrelated, while both components influence the emergence of literacy behaviours such as emergent reading and writing. However, beyond the direct links of each major component to each other, there are also indirect links among them through the effects of the experiences children get from the contexts they live in. These experiences originate from home and school contexts. Educational implications for optimal literacy acquisition from an early age are discussed based on the suggestions of this triangular model.

Keywords: emergent literacy components, oral language, metalinguistic skills, concepts about print, home literacy. 

Λεπτομέρειες άρθρου
  • Ενότητα
  • Άρθρα
Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Βιογραφικό Συγγραφέα
George Manolitsis, Πανεπιστήμιο Κρήτης

Αναπληρωτής Καθηγητής, Παιδαγωγικό Τμήμα Προσχολικής Εκπαίδευσης

Αναφορές
Adams, M. J., Treiman, R., Pressley, M. (1998). Reading, Writing, Literacy. In W. Damon, I. E. Sigel, & Renninger, A. (Eds.), Handbook of child psychology (vol. 4) Child Psychology in Practice (pp. 275-356). New York: John Wiley & Sons.
Αγραφιώτη, Α. (2014). Οι γνώσεις των εκπαιδευτικών προσχολικής εκπαίδευσης σχετικά με όψεις του αναδυόμενου γραμματισμού. Μεταπτυχιακή εργασία. Π.Τ.Π.Ε., Παν/μιο Κρήτης.
Αϊδίνης, Α. (2012). Γραμματισμός στην πρώτη σχολική ηλικία: Μια ψυχογλωσσολογική προσέγγιση. Αθήνα: Gutenberg.
Al Otaiba, S., & Torgesen, J. (2007). Effects from intensive standardized kindergarten and first-grade interventions for the prevention of reading difficulties. In Handbook of response to intervention (pp. 212-222). New York: Springer.
Anthony, J. L., Williams, J. M., McDonald, R., Corbitt-Shindler, D., Carlson, C. D., & Francis, D. J. (2006). Phonological processing and emergent literacy in Spanish-speaking preschool children. Annals of Dyslexia, 56, 239-270.
Βάμβουκας, Μ. (2009). Μαθηση και παιδαγωγική της πρώτης γραφής λέξεων. Αθήνα: Γρηγόρης.
Barnett, W. S. (2002). Preschool education for economically disadvantaged children: Effects on reading achievement and related outcomes. In S. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research, (421-443). New York: Guilford Press.
Berninger, V., Yates, C., Cartwright, A., Rutberg, J., Remy, E., & Abbott, R. (1992). Lower-level developmental skills in beginning writing. Reading and Writing, 4, 257-280
.
Bodrova, E., & Leong, J. D. (1996). Tools of the mind. The Vygotskian approach to early childhood education. Englewood Cliffs: NJ: Prentice-Hall.
Bowers, P. N., Kirby, J. R., Deacon, S. H. (2010). The effects of morphological instruction on literacy skills: A systematic review of the literature. Review of Educational Research, 80, 144-179.
Bowey, J.A. (1986). Syntactic awareness in relation to reading skill and ongoing reading comprehension monitoring. Journal of Experimental Child Psychology, 41, 289–299.
Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 301, 419-421.
Bruner, J. (1997). Πράξεις νοήματος. (Η. Ρόκου & Γ. Καλομοίρης, Μετ.). Αθήνα: Ελληνικά Γράμματα (πρωτότυπη έκδοση 1990).
Brunswick, N., Martin, G. N., & Rippon, G. (2012). Early cognitive profiles of emergent readers: A longitudinal study. Journal of Experimental Child Psychology, 111(2), 268–285.
Cain, K., Oakhill, J., & Bryant, P. (2004). Children’s reading comprehension ability: concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96, 31–42.
Caravolas, M., Lervåg, A., Mousikou, P., Efrim, C., Litavsky, M., Onochie-Quintanilla, E., … Hulme, C. (2012). Common patterns of prediction of literacy development in different alphabetic orthographies. Psychological Science, 23(6), 678–86.
Carlisle, J. F. (2010). Effects of instruction in morphological awareness on literacy achievement: An integrated review. Reading Research Quarterly, 45, 464-487.
Carlisle, J.F., & Nomanbhoy, D.M. (1993). Phonological and morphological awareness in first graders. Applied Psycholinguistics, 14, 177-195.
Casalis, S., & Cole, P. (2009). On the relationship between morphological and phonological awareness: Effects of training in kindergarten and in first-grade reading. First Language, 29, 113-142.
Casalis, S., & Louis-Alexandre, M.F. (2000). Morphological analysis, phonological analysis and learning to read French: a longitudinal study. Reading and Writing, 12, 303-335.
Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (1999). Scientific studies of reading language basis of reading and reading disabilities : evidence from a longitudinal investigation. Scientific Studies of Reading, 3, 331–361.
Chlapana, E., & Tafa, E. (2014). Effective practices to enhance immigrant kindergarteners’ second language vocabulary learning through storybook reading. Reading and Writing, 27, 1619–1640.
Chomsky, N. (1957). Syntactic structures. The Hague: Mouton.
Chomsky, N. (1959). Review of verbal behaviour by B. F. Skinner. Language, 35, 26-58.
Clark, G. J. (2010). The relationship between handwriting, reading, fine motor and visual-motor skills in kindergarteners. Unpublished Doctoral Dissertation. Ames, Iowa: Iowa State University.
Connor, C. M., Morrison, F. J., & Slominski, L. (2006). Preschool instruction and children's emergent literacy growth. Journal of Educational Psychology, 98, 665-689.
Cronin, V., Farrell, D., & Delaney, M. (1999). Environmental print and word reading. Journal of Research in Reading, 22, 271–282.
Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33, 934-945.
Demont, E., & Gombert, J.E. (1996). Phonological awareness as a predictor of recoding skills and syntactic awareness as a predictor of comprehension skills. British Journal of Educational Psychology, 66, 315 - 332.
Dickinson, D. K., & McCabe, A. (2001). Bringing It All Together: The Multiple Origins, Skills, and Environmental Supports of Early Literacy. Learning Disabilities Research and Practice, 16, 186–202.
Dickinson, D. K., McCabe, A. (2001). Bringing it all together: The multiple origins, skills and environmental supports of early literacy. Learning Disabilities Research & Practice, 16, 186-202.
Donaldson, M. (1978). Children's Minds. London: Fontana Press.
Duncan, G. J., Dowsett, C., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., . . . Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428-1446.
Ellefson, M. R., Treiman, R., & Kessler, B. (2009). Learning to label letters by sounds or names: A comparison of England and the United States. Journal of Experimental Child Psychology, 102, 323-341.
Ellis, N.C., Natsume, M., Stayropoulou, K., Hoxhallari, L., Van Daal, V.H.P., Polyzoe, N., Tsipa, M.L., & Petalas, M. (2004). The effects of orthographic depth on learning to read alphabetic, syllabic, and logographic scripts. Reading Research Quarterly, 39, 438-468.
Flavell, J. H. (1992). Cognitive development: Past, present, and future. Developmental Psychology, 28, 998-1005.
Foy, J. G., & Mann, V. A. (2012). Speech production deficits in early readers: Predictors of risk. Reading and Writing, 25(4), 799–830.
Fyrstén, S., Nurmi, J.-E., & Lyytinen, H. (2006). The role of achievement beliefs and behaviours in spontaneous reading acquisition. Learning and Instruction, 16, 569-582
.
Georgiou, G. K., Manolitsis, G., Nurmi, J.-E., & Parrila, R. (2010). Does task-focused versus task-avoidance behavior matter for literacy development in an orthographically consistent language? Contemporary Educational Psychology, 35(1), 1–10.
Georgiou, G. K., Parrila, R., & Papadopoulos, T. C. (2008). Predictors of word decoding and reading fluency in English and Greek: A cross-linguistic comparison. Journal of Educational Psychology, 100, 566-580.
Georgiou, G. K., Torppa, M., Manolitsis, G., Lyytinen, H., & Parrila, R., (2012). Longitudinal predictors of reading and spelling across languages varying in orthographic consistency. Reading and Writing: An Interdisciplinary Journal, 25 321-346.
Gernsbacher, M. A., Varner, K. R., & Faust, M. E. (1990). Investigating differences in general comprehension skill. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 430.
Γιαννικοπούλου, Α. (2001). Π όπως Pokemon: Η γνωριμία των παιδιών με τα γράμματα σε μια κοινωνία δύο αλφαβήτων. Σε Π. Παπούλια-Τζελέπη (Επ.), Ανάδυση του γραμματισμού. Έρευνα και πρακτική (σελ. 69-95). Αθήνα: Καστανιώτης.
Gillen, J., & Hall, N. (2013). The emergence of early childhood literacy. In J. Larson & J. Marsh (Eds.), The Sage handbook of early childhood literacy (pp. 3-17). London: Sage.
Gombert, J. E. (1992). Metalinguistic Development. (T. Pownall, Trans.). London: Harvester Wheatsheaf. (Original work published 1990).
Goodman, Y. (1984). The development of initial literacy. In H. Goleman, A. Oberg, & F. Smith (Eds.), Awaking to literacy (pp. 102 – 109). Portsmuth, NH: Heinemann.
Goodman, Y. M. (1986). Children coming to know literacy. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy: Writing and reading (pp. 1 – 14). Norwood, N.J.: Ablex.
Γρηγοράκης, Ι. (2014). Η ανάπτυξη της μορφολογικής επίγνωσης παιδιών από το Νηπιαγωγείο στη Β΄ τάξη δημοτικού και η σχέση της με τη μάθηση της ανάγνωσης και της ορθογραφημένης γραφής. Αδημοσίευτη Διδακτορική Διατριβή. Ρέθυμνο: Πανεπιστήμιο Κρήτης.
Grigorakis, I., & Manolitsis, G. (2011, August). Effects of early home literacy environment on preschoolers’ morphological awareness skills. Paper presented at the 17th European Conference on reading. Mons, Belgium.
Grigorakis, I., & Manolitsis, G. (2014, September). Young children’s morphological awareness and early reading comprehension. Paper presented at the 24th European Early Childhood Education Research Association (EECERA) Conference. Crete, Greece.
Halliday, M. A. K. (1975). Learning how to mean. London: Edward Arnold.
Hartas, D. (2011). Families’ social backgrounds matter: socio-economic factors, home learning and young children's language, literacy and social outcomes. British Educational Research Journal, 37(6), 893–914.
Heckman, J. J., & Masterov, D. V. (2007). The Productivity Argument for Investing in Young Children. Review of Agricultural Economics, 29, 446–493.
Hymes, D. (1972). On communicative competence. In J.B. Pride, & J. Holmes (Eds.), Sociolonguistics (pp. 269-293). Harmondsworth, England: Penguin.
Israel, S. E. (2008). Early reading first and beyond. Thousand Oaks: CA: Corwin Press.
Justice, L. M., & Kaderavek, J. N. (2004). Embedded – Explicit Emergent Literacy Intervention I : Background and Description of Approach. Language, Speech, and Hearing Services in Schools, 35, 201–211.
Kaderavek, J. N., Cabell, S. Q., & Justice, L. M. (2009). Early writing and spelling development. In P. M. Rhyner (Ed.), Emergent literacy and language development. Promoting learning in early childhood (pp. 104 – 152). New York: Guilford.
Karmiloff-smith, A. (1985). Language and cognitive processes from a developmental perspective. Language and Cognitive Processes, 1, 61–85.
Karmiloff-Smith, A. (1986). From meta-processes to conscious access: Evidence from children's metalinguistic and repair data. Cognition, 23, 95-147.
Karmiloff-smith, A. (1998). Πέρα από τη σπονδυλωτή διάνοια. Η γνωσιοεπιστήμη στην προοπτική της αναπτυξιακής ψυχολογίας. Αθήνα: Οδυσσέας (πρωτότυπη έκδοση 1992).
Kendeou, P., Bohn-Gettler, C., White, M. J., & van den Broek, P. (2008). Children’s inference generation across different media. Journal of Research in Reading, 31, 259–272.
Kendeou, P., Papadopoulos, T. C., & Kotzapoulou, M. (2012). Evidence for the early emergence of the simple view of reading in a transparent orthography. Reading and Writing, 26(2), 189–204.
Kendeou, P., Papadopoulos, T. C., & Spanoudis, G. (2012). Processing demands of reading comprehension tests in young readers. Learning and Instruction, 22, 354–367.
Kim, Y.- S. (2009). The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children. Reading and Writing, 22, 57-84.
Kirby, J. R., Georgiou, G. K., Martinussen, R., & Parrila, R. (2010). Naming speed and reading: From prediction to instruction. Reading Research Quarterly, 45, 341-362.
Κονδύλη, Μ., & Στελλάκης, Ν. (2006). «Πρακτικές γραμματισμού» στην προδημοτική εκπαίδευση: έα πρόγραμμα, δύο προσεγγίσεις. Σε Π. Παπούλια-Τζελέπη, Α. Φτερνιάτη, & Κ. Θηβαίος (Επ.), Έρευνα και πρακτική του γραμματισμού στην ελληνική κοινωνία (σελ. 159 – 180). Αθήνα: Ελληνικά Γράμματα.
Κουτσουβάνου, Ε. (2000). Πρώτη ανάγνωση και γραφή. Αθήνα: Οδυσσέας.
Landerl, K., & Wimmer, H. (2008). Development of Word Reading Fluency and Spelling in a Consistent Orthography: An 8-Year Follow-Up. Journal of Educational Psychology, 100, 150-161.
Larson J., & Marsh, J. (2013). Preface. In J. Larson & J. Marsh (Eds.), The Sage handbook of early childhood literacy (pp. xxix-xxxi). London: Sage.
Levin, I., Ravid, D., Rapaport, S. (2001). Morphology and spelling among Hebrew-speaking children: from kindergarten to first grade, Journal Child Language, 28, 741-772.
Lonigan, C. J., & Shanahan, T. (2010). Developing early literacy skills: things we know we know and things we know we don’t know. Educational Researcher, 39, 340–346.
Lonigan,C. J., Burgess, S. R., & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent variable longitudinal study. Developmental Psychology, 36, 596–613.
Lundberg, I., Frost, J., & Petersen, O.P. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263–284.
Lynch, J. S., van den Broek, P., Kremer, K. E., Kendeou, P., White, M. J., & Lorch, E. P. (2008). The development of narrative comprehension and its relation to other early reading skills. Reading Psychology, 29, 327–365.
Lyster, S.A.H. (2002). The effects of morphological versus phonological awareness training in kindergarten on reading development. Reading and Writing, 15, 261-294.
Makin, L., & Whitehead, M. (2004). Πώς να αναπτύξετε την εγγραματοσύνη στην πρώτη παιδική ηλικία. Οδηγός για επαγγελματίες βρεφονηπιοκόμους και νηπιαγωγούς. (Μετ. Ε. Συνώδη). Θες/νίκη: Αδελφών Κυριακίδη.
Mann V, & Wimmer H. (2002). Phoneme awareness and pathways into literacy: A comparison of German and American children. Reading and Writing, 15, 653–682.
Manolitsis G. (in press). How effective is the morphological awareness instruction on early literacy skills? In C. McLachlan & A. Arrow (Eds.), Literacy in the Early Years - Reflections on International Research and Practice. Springer.
Manolitsis, G. (2004, June). The relation between metalinguistic skills and reading acquisition in Greek-speaking children: The neglected role of preschoolers’ syntactic awareness. Poster session presented at the 11th Annual Conference of the Society for the Scientific Study of Reading, Amsterdam, Netherlands.
Manolitsis, G., & Tafa, E. (2011). Letter-name, letter-sound and phonological awareness: Evidence from Greek-speaking kindergarten children. Reading and Writing: An Interdisciplinary Journal, 24, 27-53.
Manolitsis, G., Georgiou, G. K., & Parrila, R. (2011). Revisiting the home literacy model of reading development in an orthographically consistent language. Learning and Instruction, 21, 496-505.
Manolitsis, G., Georgiou, G. K., & Tziraki, N. (2013). Examining the effects of home literacy and numeracy environment on early reading and math acquisition. Early Childhood Research Quarterly, 28, 692–703.
Manolitsis, G., Georgiou, G., Stephenson, K., & Parrila, R. (2009). Beginning to read across languages varying in orthographic consistency: Comparing the effects of non-cognitive and cognitive predictors. Learning and Instruction, 19, 466-480.
Μανωλίτσης, Γ. (2000). Μέτρηση και Αξιολόγηση Μεταγλωσσικών Ικανοτήτων Παιδιών Ηλικίας 5-6 Ετών. Αθήνα: Γρηγόρης.
Μανωλίτσης, Γ. (2004). Γνώση γραμμάτων και φωνολογική επίγνωση: Μία έρευνα συσχέτισης σε παιδιά νηπιαγωγείου. Στο Π. Παπούλια-Τζελέπη & Ε. Τάφα (Επ.), Γλώσσα και Γραμματισμός στη Νέα Χιλιετία. (σελ. 53-67). Αθήνα: Ελληνικά Γράμματα.
Μανωλίτσης, Γ. (2013). Πρώιμες εμπειρίες γραπτού λόγου στο σπίτι και αναδυόμενος γραμματισμός: Μια πολυδιάστατη σχέση. Στο Γ. Σπαντιδάκης & Ε. Μιχαηλίδη (Επ.), Προβληματισμοί & προοπτικές για τη μάθηση και τη διδασκαλία της γλώσσας. Τιμητικός τόμος στον Καθηγητή Μιχάλη Βάμβουκα (σελ. 189-210). Αθήνα: Πεδίο.
McBride-Chang, C. (1998). The Development of Invented Spelling. Early Education & Development, 9, 147–160.
McBride-Chang, C. (1999). The ABCs of the ABCs: The development of letter-name and letter-sound knowledge. Merrill-Palmer Quarterly, 45, 285-308.
McBride-Chang, C., Wagner, R.K., Muse, A., Chow, B.W.Y., & Shu, H. (2005). The role of morphological awareness in children’s vocabulary acquisition in English. Applied Psycholinguistics 26, 415–435.
McCormick, C. E., & Mason, J. M. (1986). Intervention procedures for increasing preschool children’s interest in and knowledge about reading. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy: Writing and reading (pp. 90 – 115). Norwood, N.J.: Ablex.
McGee, L. M. &, Righels, D. J. (2003). Designing early literacy programs. Strategies for at-risk preschool and kindergarten children. New York: Guilford.
McGee, L. M. (2003). Shaking the foundation of emergent literacy: Book reading versus phonemic awareness. In J. P. Isenberg, & M. R. Jalongo (Eds.), Major trends and issues in early childhood education. Challenges, controversies and insights (pp. 114 – 125). New York: Teachers College Press.
Melhuish, E., Phan, M., Sylva, K., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2008). Effects of the Home Learning Environment and preschool center experience upon literacy and numeracy development in early primary school. Journal of Social Issues, 64(1), 95–114.
Morrow, L. M. (2001). Literacy development and young children: Research to practice. In S. L. Goldbeck (Ed.), Psychological perspectives on early childhood education: Reframing dilemmas in research and practice (pp. 253-279). Mahwah, N.J.: Lawrence Erlbaum.
Μουζάκη, Α. (2006). Αναδυόμενος γραμματισμός και γλωσσική ανάπτυξη στην προσχολική ηλικία. Σε Π. Παπούλια-Τζελέπη, Α. Φτερνιάτη, & Κ. Θηβαίος (Επ.), Έρευνα και πρακτική του γραμματισμού στην ελληνική κοινωνία (23 – 40). Αθήνα: Ελληνικά Γράμματα.
Μουζάκη, Α., Πρωτόπαπας, Α., & Τσαντούλα, Δ. (2008). Προσχολικοί δείκτες πρόγνωσης, αναγνωστικών δεξιοτήτων στην Α΄ δημοτικού. Επιστήμες της Αγωγής, 1, 71-88.
Neumann, M. M., Hood, M., Ford, R. M., & Neumann, D. L. (2011). The role of environmental print in emergent literacy. Journal of Early Childhood Literacy, 12, 231–258.
Nutbrown, C. (1997). Recognizing early literacy development: Assessing children’s achievements. London: Paul Chapman.
Ouellette, G. P., & Sénéchal, M. (2008). A window into early literacy: Exploring the cognitive and linguistic underpinnings of invented spelling. Scientific Studies of Reading, 12, 195-219.
Paciga, K. A., Hoffman, J. L., & Teale, W. H. (2011). The National Early Literacy Panel and Preschool Literacy Instruction. Young Children, 51, 50-57.
Papadopoulos, T. C., Charalambous, A., Kanari, A., & Loizou, M. (2004). Kindergarten cognitive intervention for reading difficulties: The PREP remediation in Greek. European Journal of Psychology of Education, 19, 79-105.
Παπαδοπούλου, Μ. (2001). Αντιλήψεις και αναπαραστάσεις των παιδιών προσχολικής ηλικίας για τη γραφή. Σε Π. Παπούλια-Τζελέπη (Επ.), Ανάδυση του γραμματισμού. Έρευνα και πρακτική (σελ. 97-120). Αθήνα: Καστανιώτης.
Paris, A. H., & Paris, S. G. (1999). Assessing narrative comprehension in young children. Reading Research Quarterly, 38, 36-76.
Parrila, R., Kirby, J. R., & Mcquarrie, L. (2004). Articulation rate, naming speed, verbal short-term memory, and phonological awareness: longitudinal predictors of early reading development? Scientific Studies of Reading, 8, 3–26.
Peterson, C., Jesso, B., & Mccabe, A. (2012). Encouraging narratives in preschoolers : an intervention study Encouraging narratives in preschoolers: an intervention study. Journal of Child Language, 26, 49–67.
Piaget, J. (1970). Piaget’s theory. In P. H. Mussen (Ed.), Carmichael’s manual of child psychology. Vol. 1 (3rd edition) (pp. 703-730). New York: Wiley.
Piasta, S. B., & Wagner, R. K. (2010). Developing Early Literacy Skills: A Meta-Analysis of Alphabet Learning and Instruction. Reading Research Quarterly, 45, 8–38.
Plaut, D.C., McClelland, Seidenberg, M.S., & Patterson, K. (1996). Understanding normal and impaired word reading: computational principles in quasi-regular domains. Psychological Review, 103, 56-115.
Preschool Curriculum Evaluation Research Consortium (2008). Effects of Preschool Curriculum Programs on School Readiness (NCER 2008-2009). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. Washington, DC: U.S. Government Printing Office.
Preßler, A.-L., Könen, T., Hasselhorn, M., & Krajewski, K. (2014). Cognitive preconditions of early reading and spelling: a latent-variable approach with longitudinal data. Reading and Writing, 27(2), 383–406.
Protopapas, A., Sideridis, G., Mouzaki, A., & Simos, P. (2005). Development of lexical mediation in the relation between reading comprehension and word reading skills in Greek. Scientific Studies of Reading, 11, 165-197.
Puranik, C. S., Lonigan, C. J., & Kim, Y. S. (2011). Contributions of emergent literacy skills to name writing, letter writing, and spelling in preschool children. Early Childhood Research Quarterly, 26, 465-474.
Puranik, C., & Apel, K. (2010). Effect of assessment task and letter writing ability on preschool children’s spelling performance. Assessment for Effective Intervention, 36, 46-56.
Razfar, A., & Gutiѐrrez, K. D. (2013). Reconceptualizing early childhood literacy: The sociocultural influence and new directions in digital and hybrid mediation. In J. Larson & J. Marsh (Eds.), The Sage handbook of early childhood literacy (pp. 52-79). London: Sage.
Read, C. (1971). Pre-School Children’s Knowledge of English Phonology. Harvard Educational Review, 41, 1–34.
Reutzel, D. R. (2003). Reading Environmental print: what is the role of concepts about print in discriminating young readers responses? Reading Psychology, 24, 123–162.
Rhyner, P. M., Haebig, E. K., & West, K. M. (2009). Understanding frameworks for the emergent literacy stage. In P. M. Rhyner (Ed.), Emergent literacy and language development. Promoting learning in early childhood (pp. 5 – 35). New York: Guilford.
Richgels, D. J. (1995). Invented spelling ability and printed learning in kindergarten. Reading Research Quarterly, 30, 96–109.
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
Rosenblum, S., Weiss, P. L., & Parush, S. (2003). Product and process evaluation of handwriting difficulties. Educational Psychology Review, 15, 41-81.
Scarborough, H. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy (pp. 97-110). New York: Guilford.
Scarborough, H. S. (1989). Prediction of reading disability from familial and individual differences. Journal of Educational Psychology, 81, 101-108.
Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C. D., & Foorman, B. R. (2004). Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96, 265-282.
Sénéchal, M. (2006). Testing the home literacy model: Parent involvement in Kindergarten is differentially related to Grade 4 reading comprehension, fluency, spelling and reading for pleasure. Scientific Studies of Reading, 10, 59-87.
Sénéchal, M., & LeFevre, J. (2002). Parental involvement in the development of children's reading skill: A five-year longitudinal study. Child Development, 73, 445-460.
Senechal, M., Le Fevre, Smith-Chant, B. L., & Colton, K.V. (2001). On refining theoretical models of emergent literacy. The role of empirical evidence. Journal of School Psychology, 39, 439-460.
Σιβροπούλου, Ε., & Χατζησαββίδης, Σ. (2004). Γραμματισμός και αυθόρμητες δραστηριότητες στο νηπιαγωγείο: προκαταρκτική προσέγγιση. Σε Π. Παπούλια-Τζελέπη & Ε. Τάφα (Επ.), Γλώσσα και γραμματισμός στη νέα χιλιετία (σελ. 111-126). Αθήνα: Ελληνικά Γράμματα.
Silinskas, G., Leppänen, U., Aunola, K., Parrila, R., & Nurmi, J. E. (2010). Predictors of mothers' and fathers' teaching of reading and mathematics during kindergarten and Grade 1. Learning and Instruction, 20, 61-71.
Silven, M., Poskiparta, E., Niemi, P., & Voeten, M. (2007). Precursors of reading skill from infancy to first grade in Finnish: Continuity and change in a highly inflected language. Journal of Educational Psychology, 99(3), 516-531
Skinner, B. F. (1957). Verbal behavior. New York: Sppleton-Century-Crofts.
Smith, L. (2004). Piaget’s model. In U. Goswami (Ed.), Blackwell handbook of childhood cognitive development (pp. 515-537). Oxford: Blackwell.
Spear-Swerling, L., & Brucker, P. O. (2003). Teachers' acquisition of knowledge about English word structure. Annals of Dyslexia, 53, 72-103.
Stahl, S. A., & Murray, B. A. (1993). Environmental print, phonemic awareness, letter recognition, and word recognition. National Reading Conference Yearbook, 42, 227–233.
Stellakis, N. (2012). Greek kindergarten teachers’ beliefs and practices in early literacy. Literacy, 46, 67–72.
Stellakis, N., & Kondyli, M. (2004). The emergence of writing: Children’s writing during the pre-alphabetic spelling phase. L1–Educational Studies in Language and Literature, 4, 129-150.
Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: evidence from a longitudinal structural model. Developmental Psychology, 38, 934–947.
Sulzby, E. (1986). Writing and reading: Signs of oral and written language organization in the young child. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy: Writing and reading (pp. 50 – 89). Norwood, N.J.: Ablex.
Sylva, K., Chan, L. L. S., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2010). Emergent literacy environments: Home and preschool influences on children’s literacy development. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 3, pp. 97-117). New York, NY: Guilford Press.
Συνώδη, Ε., & Τζακώστα, Μ. (2012). Η γλώσσα στο νηπιαγωγείο της Ελλάδας και της Κύπρου τον 21ο αιώνα. Σε Ηλεκτρονικά Πρακτικά του 6ου επιστημονικού συνεδρίου ιστορίας εκπαίδευσης με διεθνή συμμετοχή: Ελληνική γλώσσα και εκπαίδευση (σελ. 425-435). Πάτρα: Πανεπιστήμιο Πατρών.
Tafa, E., Manolitsis, G., & Fasoulaki, M. (2011, August). Kindergarten literacy in Greece: Teachers’ views and practices. Paper presented at the 17th European Conference on reading. Mons, Belgium.
Τάφα, Ε. (2005). Ανάγνωση και γραφή στα προγράμματα προσχολικής εκπαίδευσης της Ευρωπαϊκής Ένωσης. Αθήνα: Ελληνικά Γράμματα.
Τάφα, Ε. (2008). Κριτήριο αξιολόγησης των γνώσεων για τον γραπτό λόγο. Αθήνα: Ελληνικά Γράμματα.
Τάφα, Ε. (2011α). Ανάγνωση και γραφή στην προσχολική εκπαίδευση. Αθήνα: Πεδίο.
Τάφα, Ε. (2011β). Η εκπαίδευση των παιδιών της προσχολικής ηλικίας και ο ρόλος των παιδαγωγών. Στο Κ. Χρυσαφίδης & Ρ. Σιβροπούλου (Επιμ.), Αρχές και προοπτικές της προσχολικής εκπαίδευσης. Θεσσαλονίκη: Αδελφοί Κυριακίδη.
Teale, W. H., & Sulzby, E. (1986). Introduction: Emergent literacy as a perspective for examining how young children become writers and readers. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy: Writing and reading (pp. vii – xxv). Norwood, N.J.: Ablex.
Torppa, M., Lyytinen, P., Erskine, J., Eklund, K., & Lyytinen, H. (2010). Language development, literacy skills, and predictive connections to reading in Finnish children with and without familial risk for dyslexia. Journal of Learning Disabilities, 43(4), 308–321.
Torppa, M., Poikkeus, A-M., Laakso, M-L., Tolvanen, A., Leskinen, E., Leppänen, P., Puolakanaho, A., & Lyytinen, H. (2007). Modeling the early paths of phonological awareness and factors supporting its development in children with and without familial risk of dyslexia. Scientific Studies of Reading 11(2), 73-103.
Treiman, R., Tincoff, R., Rodriguez, K., Mouzaki, A., & Francis, D. (1998). The foundation of literacy: Learning the sounds of letters. Child Development, 69, 1524–1540.
Trouli, K., Linardakis, M., & Manolitsis G. (2012). Psychometric characteristics of a Scale of Preschool Graphomotor Skills (SPGS). In Book of Abstracts of 3rd International Congress on Early Childhood Education (pp. 223-224). Adana: Turkey.
Τζακώστα, Μ. (2014). Η διδασκαλία του γλωσσικού κώδικα στο νηπιαγωγείο και το δημοτικό σχολείο: μια θεώρηση του ΔΕΠΠΣ υπό το πρίσμα της γλωσσολογικής θεωρίας της Καθολικής Γραμματικής. Στο Μ. Αμπαρτζάκη, & Ε. Συνώδη (Επ.), Προγράμματα προσχολικής εκπαίδευσης. Θεωρία και πράξη (2η έκδοση). Αθήνα: Πεδίο.
van Kleeck, A., & Schuele, C. M. (2010). Historical Perspectives on Literacy in Early Childhood. American Journal of Speech-Language Pathology, 19, 341–356.
van Kleek, A. (2008). Providing preschool foundations for later reading comprehension: the importance of and ideas for targeting inferencing in storybook-sharing interventions. Psychology in the Schools, 45(7), 627–643.
Vellutino, F. R., Scanlon, D. M., & Zhang, H. (2007). Identifying reading disability based on response to intervention: Evidence from early intervention research. In Handbook of response to intervention (pp. 185-211). New York: Springer.
Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
Washburn, K.E., Joshi, R.M., & Cantrell, E.B. (2011). Are preservice teachers prepared to teach struggling readers? Annals of Dyslexia, 61, 21-43.
Wells, G. (1985). Language development in the preschool years. Cambridge: Cambridge University Press.
Whitehurst, G. J., & Lonigan, C. J. (2002). Emergent literacy: Development of prereaders to readers. In S. B. Neuman, & D. K. Dickinson (Eds.), Handbook of early literacy research, vol. 1 (pp. 11-29). New York: Guilford.
Whitehurst, G. L., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848-872.
Τα περισσότερο διαβασμένα άρθρα του ίδιου συγγραφέα(s)