Victoria Purcell-Gates
Biographic Data
| ID | 4496225 |
|---|---|
| NAME | Victoria Purcell-Gates |
| GIVEN NAMES | Victoria |
| FAMILY NAME | Purcell-Gates |
| SIGNATURE | PURCELL-GATES V |
| AFFILIATIONS | University of British Columbia |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1988 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 1 |
Literacy Worlds of Children of Migrant Farmworker Communities Participating in a Migrant Head Start Program
Within this ethnographic case study, I examine the ways that a Migrant Head Start program failed to build on the funds of language and literacy knowledge of a group of socioculturally and linguistically marginalized preschool children. Using a literacy-as-social-practice lens, I explore the children’s early literacy knowledge by focusing on the ways that reading and writing mediate the lives of the migrant farmworker community—their parents’ and …
Featured Methodological Article: Analyzing Literacy Practice: Grounded Theory to Model
In this methodological and theoretical article, we address the need for more cross-case work on studies of literacy in use within different social and cultural contexts. The Cultural Practices of Literacy Study (CPLS) project has been working on a methodology for cross-case analyses that are principled in that the qualitative nature of each case, with its layers of context and interpretive meaning making by the researcher, is maintained while sti…
Print Literacy Development: Uniting Cognitive and Social Practice Theories
Orality And Literacy: A Symposium In Honor Of David Olson: Written Language and Literacy Development: The Proof Is in the Practice
Preeminent scholar David Olson opens this symposium with a reflection on the decades-long debate concerning the relationship between written and oral discourse. His essay is followed by a series of responses by leading literacy researchers, including David Bloome, Anne Haas Dyson, James Paul Gee, Martin Nystrand, Victoria Purcell-Gates, and Gordon Wells. The symposium concludes with a further essay by Professor Olson, in which he offers his refle…
Special education and family literacy: Perspective through the lens of critical discourse
Book reviewed in this article: A Critical Discourse Analysis of Family Literacy Practices: Power In and Out of Print. Rebecca Rogers. 2003
Print Literacy Development: Uniting Cognitive and Social Practice Theories
Emergent Literacy Is Emerging Knowledge of Written, Not Oral, Language
Although some may consider children's developing oral language as key to literacy development, the author argues that it is children's development of knowledge of written language that is important. This has significant implications for home and school environments and activities
Learning Written Storybook Language in School: A Comparison of Low-SES Children in Skills-Based and Whole Language Classrooms
This study examined three data sets from previous studies to determine if children who begin kindergarten with significantly less implicit linguistic knowledge of books, as compared to well-read-to kindergartners, acquire this knowledge through experience with books in kindergarten and first grade. Further, the impact of instructional method on acquisition of this linguistic knowledge was examined by comparing children who experienced skills-base…
Roots of Response
Response to literature involves a transaction between reader and author where meaning is constructed by the reader, using the blueprints, or signs, provided by the author. According to Fish (1980a), readers and authors implicitly know the conventions of response by virtue of being members of the same interpretive community. This socially acquired knowledge enables readers and authors to conjointly create, identify, and respond to literature. Curr…
Can early reading achievement be predicted with traditional learning disabilities tests? A case study
Lexical and Syntactic Knowledge of Written Narrative Held by Well-Read-To Kindergartners and Second Graders
Preview this article: Lexical and Syntactic Knowledge of Written Narrative Held by Well-Read-To Kindergartners and Second Graders, Page 1 of 1 /docserver/preview/fulltext/rte/22/2/researchintheteachingofenglish15550-1.gif
Learning Written Storybook Language in School: A Comparison of Low-SES Children in Skills-Based and Whole Language Classrooms
This study examined three data sets from previous studies to determine if children who begin kindergarten with significantly less implicit linguistic knowledge of books, as compared to well-read-to kindergartners, acquire this knowledge through experience with books in kindergarten and first grade. Further, the impact of instructional method on acquisition of this linguistic knowledge was examined by comparing children who experienced skills-base…
Special education and family literacy: Perspective through the lens of critical discourse
Book reviewed in this article: A Critical Discourse Analysis of Family Literacy Practices: Power In and Out of Print. Rebecca Rogers. 2003
Can early reading achievement be predicted with traditional learning disabilities tests? A case study
Lexical and Syntactic Knowledge of Written Narrative Held by Well-Read-To Kindergartners and Second Graders
Preview this article: Lexical and Syntactic Knowledge of Written Narrative Held by Well-Read-To Kindergartners and Second Graders, Page 1 of 1 /docserver/preview/fulltext/rte/22/2/researchintheteachingofenglish15550-1.gif
Can early reading achievement be predicted with traditional learning disabilities tests? A case study
Roots of Response
Response to literature involves a transaction between reader and author where meaning is constructed by the reader, using the blueprints, or signs, provided by the author. According to Fish (1980a), readers and authors implicitly know the conventions of response by virtue of being members of the same interpretive community. This socially acquired knowledge enables readers and authors to conjointly create, identify, and respond to literature. Curr…
Learning Written Storybook Language in School: A Comparison of Low-SES Children in Skills-Based and Whole Language Classrooms
This study examined three data sets from previous studies to determine if children who begin kindergarten with significantly less implicit linguistic knowledge of books, as compared to well-read-to kindergartners, acquire this knowledge through experience with books in kindergarten and first grade. Further, the impact of instructional method on acquisition of this linguistic knowledge was examined by comparing children who experienced skills-base…
Emergent Literacy Is Emerging Knowledge of Written, Not Oral, Language
Although some may consider children's developing oral language as key to literacy development, the author argues that it is children's development of knowledge of written language that is important. This has significant implications for home and school environments and activities
Print Literacy Development: Uniting Cognitive and Social Practice Theories
Special education and family literacy: Perspective through the lens of critical discourse
Book reviewed in this article: A Critical Discourse Analysis of Family Literacy Practices: Power In and Out of Print. Rebecca Rogers. 2003
Orality And Literacy: A Symposium In Honor Of David Olson: Written Language and Literacy Development: The Proof Is in the Practice
Preeminent scholar David Olson opens this symposium with a reflection on the decades-long debate concerning the relationship between written and oral discourse. His essay is followed by a series of responses by leading literacy researchers, including David Bloome, Anne Haas Dyson, James Paul Gee, Martin Nystrand, Victoria Purcell-Gates, and Gordon Wells. The symposium concludes with a further essay by Professor Olson, in which he offers his refle…
Print Literacy Development: Uniting Cognitive and Social Practice Theories
Featured Methodological Article: Analyzing Literacy Practice: Grounded Theory to Model
In this methodological and theoretical article, we address the need for more cross-case work on studies of literacy in use within different social and cultural contexts. The Cultural Practices of Literacy Study (CPLS) project has been working on a methodology for cross-case analyses that are principled in that the qualitative nature of each case, with its layers of context and interpretive meaning making by the researcher, is maintained while sti…
Literacy Worlds of Children of Migrant Farmworker Communities Participating in a Migrant Head Start Program
Within this ethnographic case study, I examine the ways that a Migrant Head Start program failed to build on the funds of language and literacy knowledge of a group of socioculturally and linguistically marginalized preschool children. Using a literacy-as-social-practice lens, I explore the children’s early literacy knowledge by focusing on the ways that reading and writing mediate the lives of the migrant farmworker community—their parents’ and …
Literacy (11 works) · Pedagogy (10 works) · Linguistics (9 works) · Psychology (9 works) · Reading and Literacy Development (7 works) · Sociology (5 works) · Computer Science (4 works) · Education Systems and Policy (4 works) · Developmental psychology (3 works) · Multilingual Education and Policy (3 works)