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dc.contributor.author Wohlwend, Karen E.
dc.date.accessioned 2008-01-24T13:26:27Z
dc.date.available 2008-01-24T13:26:27Z
dc.date.issued 2007
dc.identifier.citation Wohlwend, K. E. (2007). Playing to read and reading to play: A mediated discourse analysis of early literacy apprenticeship. In D. W. Rowe, R. Jiménez, D. Compton, D. K. Dickinson, Y. Kim, K. M. Leander & V. J. Risko (Eds.), 57th yearbook of the National Reading Conference, (pp. 377-393). Oak Creek, WI: National Reading Conference. en
dc.identifier.uri http://hdl.handle.net/2022/3083
dc.identifier.uri http://scholar.google.com/citations?view_op=view_citation&hl=en&user=8Gtrs6UAAAAJ&pagesize=100&citation_for_view=8Gtrs6UAAAAJ:2osOgNQ5qMEC
dc.identifier.uri http://www.academia.edu/2800239/Reading_to_play_and_playing_to_read_A_mediated_discourse_analysis_of_early_literacy_apprenticeship
dc.description.abstract How does “playing school,” an ordinary childhood pastime, shape children’s reading abilities, classroom identities, and relative social positioning? In an ethnographic study of literacy play in one kindergarten classroom, I discovered that young children regularly combined reading and play practices to make the meanings of texts more accessible and to take up empowered identity positions in child-ruled spaces. Two examples, excerpted from the data, illustrate how reading a book while playing the teacher transformed a classroom meeting area into a pretend school space where children could assume identities as readers and leaders. en
dc.format.extent 340107 bytes
dc.format.mimetype application/pdf
dc.language.iso en
dc.publisher National Reading Conference en
dc.rights Reprinted with the permission of the National Reading Conference and Karen Wohlwend. Printing of this publication beyond one copy requires permission from the National Reading Conference. en
dc.subject literacy play en
dc.subject reading en
dc.title Reading to Play and Playing to Read: A Mediated Discourse Analysis of Early Literacy Apprenticeship en
dc.type Article en
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