Cultural Differences in Children's Concepts of Reading and Writing
Bibliographic Data
| ID | 5265347 |
|---|---|
| Authors | Jennifer Downing (0000-0001-7691-1167, University of Victoria), L Ollila, Lloyd O Ollila (University of Victoria), P Oliver (0000-0001-7643-1008), Peter R Oliver (Salem Hospital) |
| Year | 1975 |
| Volume | 45 |
| Issue | 3 |
| Pages | 312-316 |
| Publication date | 1975-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8279.1975.tb02970.x |
| OpenAlex | W2133758788 |
| Language | EN |
| Citations received | 4 |
Previous research has indicated that children enter the task of learning to read in a state of cognitive confusion regarding the function and nature of the task. The present investigation was addressed to the hypothesis that cultural differences in home background are an important influence in the development of children's understanding of the purpose of writing and their concepts of the language units employed in the written code. 92 non-Indian Canadian children at kindergarten were compared with 72 kindergarten pupils from two Indian bands in which there is no tradition of literacy and a poverty of experiences of writing and formal concern with language analysis. On all five measures used the Indian children scored significantly lower. They were less able to recognise literacy activities, less cognisant of their purpose, and had poorer technical knowledge of units of speech and writing
Cognition · Confusion · Developmental psychology · Learning to read · Linguistics · Literacy · Mathematics education · Pedagogy · Reading (process) · Task (project management) · Early Childhood Education and Development · Educational Strategies and Epistemologies · Psychology · Reading and Literacy Development
| Citations per year | 0.08 |
|---|---|
| Citation span | 1977 - 2021 (45) |
| Highly cited | No |