Chapter published in:
Narrative, Literacy and Other Skills: Studies in intervention
Edited by Edy Veneziano and Ageliki Nicolopoulou
[Studies in Narrative 25] 2019
► pp. 43–68

Chapter 2
Storybooks to promote emergent literacy in kindergarten classrooms

| Université Laval
| Université Laval
| Université Laval
| Université du Québec à Chicoutimi
| Université Laval
Reading comprehension refers to the ability to construct a global representation of the macrostructure of a text and to establish links between its different components. To achieve this, however, the reader must also manage the microstructure of the text, in particular, processing the written code in such a way as to identify the written words, while making inferences to construct their meaning. Based on this perspective, this chapter presents data coming from two pedagogical contexts whose aim was to promote emergent literacy in kindergarten. Results show that children made significant progress in their processing of the written code, measured through their level of representation of the alphabetic system, an emergent writing task and a reading test. Progress in narrative structuring remained however more modest.
Keywords: pedagogical contexts, emergent literacy, kindergarten, narrative structuring, alphabetic representation
Article outline
  • Introduction
  • Interactive reading
  • Emergent writing: Development and pedagogical intervention
  • Current study
    • Method
      • Subjects
      • Procedure
      • Data collection
      • Narrative recall task
      • Emergent writing task
      • Emergent reading task
      • Data analyses
    • Results
      • Narrative recall
      • Reading and writing
        • Quantitative analyses
      • Qualitative analyses
        • Emergent writing at T1
        • Emergent writing at T2
        • Emergent reading at T1
        • Emergent reading at T2
  • Discussion
  • Acknowledgment
  • Notes
  • References
Published online: 06 May 2019
https://doi.org/10.1075/sin.25.03mak
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