Reading to Play and Playing to Read: A Mediated Discourse Analysis of Early Literacy Apprenticeship
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Date
2007
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National Reading Conference
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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.
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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