Date of Award
5-1-1996
Document Type
Thesis
Degree Name
Master of Arts (MA)
Department
Educational Leadership
Abstract
This study explores and describes the relationships of peers as literacy informers in emergent writers' acquisition of knowledge about print. It analyzes how peer interactions impact the acquisition of the following two print concepts: 1) Writers associate letters with their corresponding sounds. 2) Writing is meaningful, functional, and represents oral language. Three female kindergartners from a Midwestern, urban school, each with a different level of writing ability, were observed to determine the relationship peers had on their print development. The findings suggest that peers do actively influence knowledge acquisition about print when given the opportunity. Results indicate that peers are an important asset that should be utilized in a classroom where children are acquiring knowledge about print.
Recommended Citation
Cheshek, Christine L., "Peer Interaction in the Acquisition of Knowledge of Print of Kindergarten Children" (1996). Student Work. 2438.
https://digitalcommons.unomaha.edu/studentwork/2438
Comments
A Thesis Presente to the Teacher Education Department and the Faculty of the Graduate College University of Nebraska In Partial Fulfillment of the Requirements for the Degree Master of Arts University of Nebraska at Omaha. Copyright Christine L. Cheshek May, 1996