caa a22 4500 469067020 CHVBK 20180323132911.0 cr unu---uuuuu 170328e19921201xx s 000 0 eng 10.1007/BF01027713 doi (NATIONALLICENCE)springer-10.1007/BF01027713 Kamberelis George Department of Speech Communication, College of Liberal Arts and Sciences, University of Illinois at Urbana-Champaign, 244 Lincoln Hall, 702 Wright Street, 6180, Urbana, IL, USA aut Markers of cognitive change during the transition to conventional literacy [Elektronische Daten] [George Kamberelis] In the present study I applied theoretical reasoning concerning transitional knowledge to a problem in literacy development. The impetus for the study was the idea that there are times in early literacy development when asynchronous relationships obtain between children's knowledges and strategies about reading (comprehension modality) and their knowledges and strategies about writing (production modality). Integrating their reading and writing knowledges and strategies into more comprehensive and flexible literacy knowledges and strategies is problematic for children during these developmental periods. Yet such an integration is necessary for the acquisition of conventional literacy, which is defined here as being able to write and to read back stretches of extended discourse that are also readable to literate adults with some knowledge of invented spelling. Two asynchronous ormixed-level relationships between the sophistication of children's narrative compositions and their readings of those compositions were hypothesized as indices of transitional knowledge or knowledge reorganization. These relationships consisted of writing behaviors and products that seemed much more sophisticated than children's readings of them belied, and vice-versa. A longitudinal data set composed of 46 children each of whom composed six stories over a two-year period was examined using these indices to select children presumed to be in transition and then to analyze the developmental patterns exhibited by these children. Detecting children who are in transition from emergent to conventional literacy has critical implications for classroom research and instruction. These implications are discussed. Kluwer Academic Publishers, 1992 Emergent literacy nationallicence Indices of cognitive change nationallicence Orthography nationallicence Phoneme-grapheme relations nationallicence Reading-writing relations nationallicence Transitional knowledge nationallicence Transitional mechanisms nationallicence Reading and Writing Kluwer Academic Publishers 4/4(1992-12-01), 365-402 0922-4777 4:4<365 1992 4 11145 https://doi.org/10.1007/BF01027713 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF01027713 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Kamberelis George Department of Speech Communication, College of Liberal Arts and Sciences, University of Illinois at Urbana-Champaign, 244 Lincoln Hall, 702 Wright Street, 6180, Urbana, IL, USA aut NATIONALLICENCE 773 0- Reading and Writing Kluwer Academic Publishers 4/4(1992-12-01), 365-402 0922-4777 4:4<365 1992 4 11145 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer