Analyzes and compares the types and frequencies of background knowledge children use during independent emergent readings, and those children and teachers use in group-shared reading experiences that precede emergent readings. Uses this information to provide evidence for a model of reading as an activity constrained by contextual factors such as…

Examines material imported into emergent readings--material that is not contained in the original written text of a book--as evidence of the types of information emergent readers use. Pinpoints four sources of nontext importations in the emergent readings: material from illustrations, from prior read-aloud sessions, from personal experience and…

In attempts to understand the process of literacy acquisition, many researchers have devised models of reading. The basic elements of most reading acquisition models include word, or print knowledge and comprehension. The inadequacy and global nature of the conversational model of language proficiency provide impetus for C.E. Snow's development of…

This report gives a history of the 1979-80 segment of a continuing project that is designed to provide a theoretically based description of children's transition from prereading to reading, along with tools that teachers may use to assess children's emerging literacy abilities. The first chapter provides an introduction to the project, while the…