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Viewing report
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What Counts as Literacy Curriculum?. Edition No. 1
VDM Publishing House, Oct 2008, Pages: 220
This book examines the ways in which one
prekindergarten classroom teacher integrated a newly
adopted literacy curriculum into her classroom
practice for the first time. The research focused on
analyzing the variation in text selection by the
teacher and on patterns of teacher and student
discourse based on the different kinds of text that
were read aloud to the students. This study
considers how students learn appropriate ways of
being readers as they interact in a social and
cultural classroom environment. Through contrastive
and discourse analysis, the ways in which the
teacher and students constructed patterns of
interaction that accomplished very different kinds
of story time events in the classroom were revealed.
These variations in story time events afforded the
students different opportunities for learning to be
literate. This research contributes to the field of
research on how students are socialized into being
readers through patterned interaction across time.
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