Abstract
Research on writing development has shown a developmental path before children are formally taught reading and writing in schools. Accordingly, many studies have focused on the changes these conceptualizations undergo with age in different languages. The aim of this chapter is to focus on the period in which writing represents language in a discursive context. Preschool children were asked to write a list of words individually; afterwards, they were asked to write commands for a game in small groups during three different sessions. The analysis shows a more advanced level of writing when it is conducted through peer interaction compared to individual writing. Moreover, it foregrounds alternative choices of mapping letters onto phonological units across sessions. Furthermore, peer interactions while writing indicate how active children are in their learning process. Finally, the psycholinguistic and educational implications of these findings are examined and discussed.
The study reported in this chapter was conducted with the support of Beit Berl Academic College and the Mofet Institute, Israel
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Baayen, H. (2008). Analyzing linguistic data: A practical introduction to statistics using R. Cambridge: Cambridge University Press.
Corsaro, W. A., & Nelson, E. (2003). Children’s collective activities and peer culture in early literacy in American and Italian preschools. Sociology of Education, 76(3), 209–227.
Dockrell, J. E., & Teubal, E. (2006). Distinguishing numeracy from literacy: Evidence from children’s early notations. In E. Teubal, J. Dockrell, & L. Tolchinsky (Eds.), Notational knowledge (pp. 113–134). Rotterdam: Sense Publishers.
Ferreiro, E. (2002). Escritura y oralidad: unidades, niveles de análisis y conciencia metalinguÃstica. In E. Ferreiro (Ed.), Relaciones de (in)dependencia entre oralidad y escritura (pp. 151–171). Barcelona: Gedisa.
Ferreiro, E., & Teberosky, A. (1982). Literacy before schooling. New York: Heinemann.
Garcia-Mila, M., MartÃ, E., & Teberosky, A. (2004). Emergent notational understanding: Educational challenges from a developmental perspective. Theory into Practice, 43(4), 287–294.
Gombert, J. E. (1990). Le dévelopment métalinguistique. Paris: P.U.F.
Levin, I., Patel, S., Margalit, T., & Barad, N. (2002). Letter names: Effect on letter saying, spelling, and word recognition in Hebrew. Applied Psycholinguistics, 23, 269–300.
Leyva, D., Nichols, A., & Hopson, S. (2012). Reading a note, reading a mind: Children’s notating skills and understanding of mind. Reading & Writing, 25, 701–716. doi:10.1007/s11145-011-9296-9.
Molinari, M. C., & Ferreiro, E. (2007). Identidades y diferencias en las primeras etapas del proceso de alfabetización: Escrituras realizadas en papel y en computadora. Lectura y Vida, 28, 18–30.
Olson, D. R. (1994). The world on paper. Cambridge: Cambridge University Press.
Pollo, T. C., Kessler, B., & Treiman, R. (2005). Vowels, syllables, and letter names: Differences between young children’s spelling in English and Portuguese. Journal of Experimental Child Psychology, 92, 161–181. doi:10.1016/j.jecp.2005.01.006.
Pontecorvo, C., & Rossi, F. (2012). The onset of syllabic and alphabetic writings in two groups of five years-old Italian preschool children. In C. Gelatti, B. Arfé, & L. Mason (Eds.), Issues in writing research (pp. 45–57). Padova: Universita di Padova.
Puranik, C. S., & Lonigan, C. J. (2011). From scribbles to scrabble: Preschool children’s developing knowledge of written language. Reading & Writing, 24, 567–589. doi:10.1007/s11145-009-9220-8.
Ravid, D. D. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling. New York: Springer.
Ravid, D. D., & Tolchinsky, L. (2002). Developing linguistic literacy: A comprehensive model. Journal of Child Language, 29, 489–494. doi:10.1017/S0305000902005111.
Sandbank, A. (1997). Foundations of literacy. In R. Aisenman (Ed.), Developing literacy across genres, modalities and languages (pp. 237–247). Ramat Aviv: Tel Aviv University.
Sandbank, A. (2001). On the interplay of genre and writing conventions in early text writing. In L. Tolchinsky (Ed.), Developmental aspects in learning to write (pp. 55–76). Dordrecht: Kluwer.
Tolchinsky, L. (2003). The cradle of culture and what children know about writing and numbers before being taught. Mahwah: Lawrence Erlbaum.
Tolchinsky, L. (2006a). Introduction. In E. Teubal, J. Dockrell, & L. Tolchinsky (Eds.), Notational knowledge (pp. 1–10). Rotterdam: Sense.
Tolchinsky, L. (2006b). Writing and as source of knowledge. In E. Teubal, J. Dockrell, & L. Tolchinsky (Eds.), Notational knowledge (pp. 203–226). Rotterdam: Sense.
Tolchinsky, L. (2009). The configuration of literacy as a domain of knowledge. In D. R. Olson & N. Torrance (Eds.), The Cambridge handbook of literacy (pp. 468–486). Cambridge: Cambridge University Press.
Tolchinsky, L., & Teberosky, A. (1998). The development of word segmentation and writing in two scripts. Cognitive Development, 13, 1–21.
Vernon, S. (2007). The effect of writing on phonological awareness in Spanish. In D. W. Galbraith (Ed.), Writing and Cognition (Studies in Writing, Vol. 20, pp. 181–199). UK: Emerald Group Publishing Limited.
Vygotsky, L. S. (2012). The genetic roots of thought and language. In A. Kozulin (Ed.), Tought and language (pp. 73–102). Cambridge: M.I.T Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Sandbank, A. (2016). Writing as a Domain of Knowledge for Both Children and Researchers. In: Perera, J., Aparici, M., Rosado, E., Salas, N. (eds) Written and Spoken Language Development across the Lifespan. Literacy Studies, vol 11. Springer, Cham. https://doi.org/10.1007/978-3-319-21136-7_8
Download citation
DOI: https://doi.org/10.1007/978-3-319-21136-7_8
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-21135-0
Online ISBN: 978-3-319-21136-7
eBook Packages: Social SciencesSocial Sciences (R0)