Spanish-language Narration and Literacy
Culture, Cognition, and Emotion
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Spanish-language Narration and Literacy by Allyssa McCabe
Book DescriptionThis book is divided into three main topical sections: (1) Parent-child construction of narrative, which focuses on aspects of the social interaction that facilitate oral narrative development in Spanish-speaking children; (2) Developing independent narration by Spanish-speaking children; and (3) Narrative links between Latino children's oral narration and their emergent literacy and other school achievements. Chapters address narration to and by Latino children aged six months to eleven years old and in low, middle, and upper socioeconomic groups. Nationalities of speakers include the following: Costa Rican, Dominican, Ecuadorian, Mexican, Peruvian, Puerto Rican, Venezuelan, and Spanish-English bilingual children who are citizens or residents of the United States. Narratives studied include those in conversations, personal and fictional stories, and those prompted by wordless picture books or videos. Thus, the current project includes diverse nationalities, socioeconomic backgrounds, and genres of narrative.
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Book DetailsISBN: 9780521710046
(228mm x 152mm x 20mm)
Imprint: Cambridge University Press
Publisher: Cambridge University Press
Publish Date: 25-Aug-2008
Country of Publication: United Kingdom
Books By Author Allyssa McCabe
Spanish-language Narration and Literacy, Hardback (September 2008)» View all books by Allyssa McCabe
Deepens our understanding of narration in Latino cultures, methods of thinking and expressing emotion, and implications for school achievement.
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Author Biography - Allyssa McCabe
Allyssa McCabe, Ph.D., is Professor of Psychology at the University of Massachusetts, Lowell. She founded and co-edits the journal Narrative Inquiry and has researched how narrative develops with age, the way parents can encourage narration, cultural differences in narration, as well as interrelationships between the development of narrative, vocabulary, and phonological awareness. She is the recipient (with L. S. Bliss and A. Covington) of the Editor's Award from Contemporary Issues in Communication Science and Disorders, presented at the 1999 Annual Convention of the American Speech-Language-Hearing Association, San Francisco, CA, for the article "Assessing the Narratives of African American Children." Her current work concerns a theoretical approach to early literacy called the Comprehensive Language Approach, which looks at ways that the various strands of oral and written language affect each other in the acquisition of full literacy. With Lynn Bliss, she most recently published Patterns of Narrative Discourse: A Multicultural Lifespan Approach. Alison Bailey, Ed.D., is Associate Professor and a former Division Head of the Psychological Studies in Education Program in the Department of Education, University of California, Los Angeles, in addition to being a faculty associate researcher for the National Center for Research on Evaluation, Standards and Student Testing (CRESST). A graduate of Harvard University, Dr. Bailey's research focuses primarily on language and social communicative development, English language development in second-language learners, early narrative and literacy development, and language assessment. She serves on the advisory boards of the California Department of Education, the consortia of numerous other states, and commercial publishers developing language and literacy assessments for English learners. Dr. Bailey is co-author of the new PreK-K IPT Assessment of English Language Development, editor and contributing author to The Language Demands of School: Putting Academic English to the Test, and co-author with Margaret Heritage of Formative Assessment for Literacy K-6: Building Reading and Academic Language Skills across the Curriculum. Gigliana Melzi, Ph.D., is an Associate Professor and the Director of Undergraduate Studies in the Department of Applied Psychology at New York University's Steinhardt School of Culture, Education, and Human Development. Dr Melzi obtained her doctoral degree from Boston University and later published articles and chapters focusing on the early literacy and language development of Spanish-speaking Latino children living in the U.S. and in their countries of origin. In one line of research, she has investigated through qualitative methodologies the daily literacy activities of immigrant parents and their impact on children's school performance. She also conducted studies on various discourse and linguistic features of Spanish-speaking mother-child dyads from non-immigrant and immigrant Latin American families across various socioeconomic groups. Currently, Dr Melzi is funded by the National Institute of Health and the Administration for Children and Families for her work on educational involvement of Latino Head Start families. She is also a co-investigator in other funded projects housed in New York University's Medical School and the Center for Research in Culture, Development and Education, which examine numerous factors influencing Latino children's academic engagement and performance.
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