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Early literacy learning of young children with hearing loss: written narrative development

Kim, MinJeong
http://rave.ohiolink.edu/etdc/view?acc_num=osu1199258403

Abstract Details

2008, Doctor of Philosophy, Ohio State University, Educational Theory and Practice.
This is an ethnographic study of narrative development among kindergarten children in two classrooms over a six-month period: One is a public inclusive classroom and the other classroom is a residential school for children with hearing loss. The purpose of the study was to investigate the intertextual nature of written narrative practices of young children with hearing loss in two different classrooms. There were four parts of data collection: Participant observation, focused observation, teacher interviews and formal literacy assessments. Children were invited, twice a week, to tell, write, and read their own stories to teachers and peers. Fifty storytelling events from midway through the school year in each classroom were videotaped. The recorded storytelling events were digitized, transcribed, and analyzed using a detailed microanalysis of classroom events on a moment-by-moment basis. Three themes emerged from findings. 1) Children’s written narrative practices in both classrooms were framed by the literacy curricula and formal literacy assessments. Children in the inclusive classroom dealt with two contrasting narrative practices, the individual model and the shared model while children in the residential classroom were immersed in the shared model of narrative. 2) Children in both classrooms were purposeful in the way they used a variety of intertextual connections. Even though the written narratives did not fit the traditional format of narrative such as story grammar, children developed ‘intertextually cohesive’ narratives. 3) Children’s written narratives were composed at the level of multiple texts and multiple authors as contextually situated activities rather then decontextualized practices. Children in both classrooms constantly built on, challenged, negotiated, and validated each other in order to achieve their academic and social goals. In sum, the findings show that the written narrative development of young children with hearing loss can hardly be interpreted out of the context in which the texts were composed. Therefore, written narrative development can be conceptualized as the acquisition of a repertoire of narrative structures that incorporate the students’ cultures from home, community, and school. These findings suggest a need to revise models of literacy development in general.
Laurie Katz (Advisor)
271 p.
Education, Early Childhood
Narrative Development; Early Literacy Learning; Deaf Education; Writing Development; Ethnographic Study

Recommended Citations

Citations

  • Kim, M. (2008). Early literacy learning of young children with hearing loss: written narrative development [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1199258403

    APA Style (7th edition)

  • Kim, MinJeong. Early literacy learning of young children with hearing loss: written narrative development. 2008. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1199258403.

    MLA Style (8th edition)

  • Kim, MinJeong. "Early literacy learning of young children with hearing loss: written narrative development." Doctoral dissertation, Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1199258403

    Chicago Manual of Style (17th edition)

osu1199258403
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© 2007, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.