Reading to Play and Playing to Read: A Mediated Discourse Analysis of Early Literacy Apprenticeship

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Date

2007

Journal Title

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Volume Title

Publisher

National Reading Conference

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.

Description

Keywords

literacy play, reading

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.

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Article