The emergence of writing: Children's writing during the pre-alphabetic spelling phase.

dc.creator	Kondyli, M.
dc.creator	Stellakis, N.
dc.date	2004-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:11:37Z
dc.date.available	2015-07-20T22:11:37Z
dc.identifier	1567-6617
dc.identifier	1573-1731
dc.identifier	https://doaj.org/article/df39c96536ee4bbc820c9f8e16d29d0e
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/14552
dc.description	Learning to read and write constitutes a central part of becoming literate. From an emergent literacy perspective, learning to write starts during the first years of a child’s life, fostered by experiences that permit and promote meaningful interaction with oral and written language. Data from a research study that took place in 11 pre-primary education classes in the region of Achaia, Greece, is reported. The early children’s attempts to write are in the center of this paper. Written samples by 172 pupils (aged 47–71 months), who were in the pre-alphabetic spelling phase, the period preceding the phonographic or conventional spelling, are analyzed. During this phase, even though the children have not yet discovered the letter sound correspondence, they demonstrate a great amount of knowledge of what is written language, how it works and what are its purposes. The results of the study suggest that reading and writing development is a strictly interrelated process and pre-school education reinforces literacy by creating context of decontextualized language use. The educational implications of the findings are also discussed. The main argument is that kindergarten education could significantly help the development of early literacy, but it is important to adopt an approach that starts from what children know and gives them opportunities to communicate by writing.
dc.language	English
dc.publisher	Springer
dc.relation	http://l1.publication-archive.com/next?cont=dfEK+++BWV8=
dc.relation	https://doaj.org/toc/1567-6617
dc.relation	https://doaj.org/toc/1573-1731
dc.rights	CC BY-NC-ND
dc.source	L1 Educational Studies in Language and Literature, Vol 4, Iss 2-3, Pp 129-150 (2004)
dc.subject	emergent writing and reading
dc.subject	kindergarten
dc.subject	pre-alphabetic phase of writing
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	The emergence of writing: Children's writing during the pre-alphabetic spelling phase.
dc.type	article