VICTORIA PURCELL‐GATES
Biographic Data
| ID | 5971920 |
|---|---|
| NAME | VICTORIA PURCELL‐GATES |
| GIVEN NAMES | VICTORIA |
| FAMILY NAME | PURCELL‐GATES |
| SIGNATURE | GATES V P |
| AFFILIATIONS | University of British Columbia |
| VERIFIED | No |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 58 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1988 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 4 |
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 …
Epistemological Tensions in Reading Research and a Vision for the Future
This essay book review examines the Handbook of Reading Research, Volume IV , edited by Michael. L. Kamil, P. David Pearson, Elizabeth Birr Moje, and Peter P. Afflerbach. Taking an overview perspective on the volume, the review addresses issues of epistemology and theoretical frames as they apply to the study and research of reading. The author concludes that the volume, as a whole, represents the still fractious nature of the theoretical underpi…
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…
Learning to read and write genre‐specific text: Roles of authentic experience and explicit teaching
S This study explored, with both experimental and correlational designs, the roles of (a) authentic, communicatively functional reading and writing and (b) the explicit explanation of genre function and features on growth in genre‐specific reading and writing abilities of children in grades two and three. The genres used for this exploration were informational and procedural science texts. Sixteen grade 2 classes participated, 10 of which were fo…
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
Impact of Authentic Adult Literacy Instruction on Adult Literacy Practices
S This study investigated the relationships between (a) two dimensions of adult literacy instruction and (b) change in the literacy practices of adult literacy students. The two instructional dimensions investigated were (a) degree of authenticity of the activities and texts employed in the literacy class and (b) degree of teacher/student collaboration around activities, texts, assessments, and program governance. The construct of authenticity fo…
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
What Will Be the Social Implications and Interactions of Schooling in the Next Millennium
In this “RRQ Snippet,” several researchers share their thoughts about the title question
So What's Going on in Research on Emergent Literacy?”
The journal editors asked the two authors to reflect on this question, noting that “nothing much” seemed to be happening. The authors converse about where the field of emergent literacy research has moved in the recent past
Stories, Coupons, and the TV Guide: Relationships Between Home Literacy Experiences and Emergent Literacy Knowledge
S This descriptive study documented the range and frequency of literacy practices in 20 low‐socioeconomic‐status homes over an aggregated week of observation and measured the emergent literacy knowledges held by 24 children, ages 4 to 6, in these homes. The analysis focused on the social domains mediated by print as well as the linguistic unit and complexity of discourse text read and/or written by the participants in the homes. The analysis also…
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
Stories, Coupons, and the TV Guide: Relationships Between Home Literacy Experiences and Emergent Literacy Knowledge
S This descriptive study documented the range and frequency of literacy practices in 20 low‐socioeconomic‐status homes over an aggregated week of observation and measured the emergent literacy knowledges held by 24 children, ages 4 to 6, in these homes. The analysis focused on the social domains mediated by print as well as the linguistic unit and complexity of discourse text read and/or written by the participants in the homes. The analysis also…
Learning to read and write genre‐specific text: Roles of authentic experience and explicit teaching
S This study explored, with both experimental and correlational designs, the roles of (a) authentic, communicatively functional reading and writing and (b) the explicit explanation of genre function and features on growth in genre‐specific reading and writing abilities of children in grades two and three. The genres used for this exploration were informational and procedural science texts. Sixteen grade 2 classes participated, 10 of which were fo…
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…
Impact of Authentic Adult Literacy Instruction on Adult Literacy Practices
S This study investigated the relationships between (a) two dimensions of adult literacy instruction and (b) change in the literacy practices of adult literacy students. The two instructional dimensions investigated were (a) degree of authenticity of the activities and texts employed in the literacy class and (b) degree of teacher/student collaboration around activities, texts, assessments, and program governance. The construct of authenticity fo…
So What's Going on in Research on Emergent Literacy?”
The journal editors asked the two authors to reflect on this question, noting that “nothing much” seemed to be happening. The authors converse about where the field of emergent literacy research has moved in the recent past
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
What Will Be the Social Implications and Interactions of Schooling in the Next Millennium
In this “RRQ Snippet,” several researchers share their thoughts about the title question
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…
Stories, Coupons, and the TV Guide: Relationships Between Home Literacy Experiences and Emergent Literacy Knowledge
S This descriptive study documented the range and frequency of literacy practices in 20 low‐socioeconomic‐status homes over an aggregated week of observation and measured the emergent literacy knowledges held by 24 children, ages 4 to 6, in these homes. The analysis focused on the social domains mediated by print as well as the linguistic unit and complexity of discourse text read and/or written by the participants in the homes. The analysis also…
So What's Going on in Research on Emergent Literacy?”
The journal editors asked the two authors to reflect on this question, noting that “nothing much” seemed to be happening. The authors converse about where the field of emergent literacy research has moved in the recent past
What Will Be the Social Implications and Interactions of Schooling in the Next Millennium
In this “RRQ Snippet,” several researchers share their thoughts about the title question
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
Impact of Authentic Adult Literacy Instruction on Adult Literacy Practices
S This study investigated the relationships between (a) two dimensions of adult literacy instruction and (b) change in the literacy practices of adult literacy students. The two instructional dimensions investigated were (a) degree of authenticity of the activities and texts employed in the literacy class and (b) degree of teacher/student collaboration around activities, texts, assessments, and program governance. The construct of authenticity fo…
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…
Learning to read and write genre‐specific text: Roles of authentic experience and explicit teaching
S This study explored, with both experimental and correlational designs, the roles of (a) authentic, communicatively functional reading and writing and (b) the explicit explanation of genre function and features on growth in genre‐specific reading and writing abilities of children in grades two and three. The genres used for this exploration were informational and procedural science texts. Sixteen grade 2 classes participated, 10 of which were fo…
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…
Epistemological Tensions in Reading Research and a Vision for the Future
This essay book review examines the Handbook of Reading Research, Volume IV , edited by Michael. L. Kamil, P. David Pearson, Elizabeth Birr Moje, and Peter P. Afflerbach. Taking an overview perspective on the volume, the review addresses issues of epistemology and theoretical frames as they apply to the study and research of reading. The author concludes that the volume, as a whole, represents the still fractious nature of the theoretical underpi…
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 …
Pedagogy (14 works) · Psychology (14 works) · Literacy (12 works) · Linguistics (11 works) · Reading and Literacy Development (10 works) · Sociology (8 works) · Computer Science (6 works) · Literacy, Media, and Education (6 works) · Developmental psychology (5 works) · Education Systems and Policy (5 works)