The contribution of non-verbal graphic texts to children’s early literacy development

This paper argues that non-verbal graphic texts constitute a bridge between spoken and written language at an age in which there is a gap in children’s ability to produce and understand spoken compared to written language. Non-verbal graphic texts are tools which may enable young children to build t...

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Autor principal: Teubal, Eva
Formato: Artículo revista
Lenguaje:Español
Publicado: IRICE (CONICET-UNR) 2010
Acceso en línea:https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/v21n21a03
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Revista IRICE (CONICET) de Universidad Nacional de Rosario
id I15-R240-article-505
record_format ojs
spelling I15-R240-article-5052020-09-06T23:28:19Z The contribution of non-verbal graphic texts to children’s early literacy development Teubal, Eva This paper argues that non-verbal graphic texts constitute a bridge between spoken and written language at an age in which there is a gap in children’s ability to produce and understand spoken compared to written language. Non-verbal graphic texts are tools which may enable young children to build the concepts and skills relevant for early literacy development if, and only if (in my view), they are actively used by the children in relevant contexts. This claim is based on several studies carried out in the last decade by my colleagues and I on the use of nonverbal graphic texts by kindergarten and preschool children in Israel and England; calendars, icons, mathematical notation and scientific illustrations. Several studies support the claim that young children: 1) have considerable ability to "follow the rules" involved in using a weekly paper calendar; 2) are able to produce “scientific illustrations” suited for data recording in science problem solving and for communicating findings which they cannot readily express verbally; 3) are able to discriminate between the use of numerical and "writing" notation and their relations with functional contexts; 4) produce more extended and coherent spatial descriptions when these descriptions are supported by simple maps produced by them. IRICE (CONICET-UNR) 2010-08-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/v21n21a03 10.35305/revistairice.v21i21.505 Revista IRICE; Núm. 21 (2010); 27-36 2618-4052 0327-392X spa https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/v21n21a03/553 Derechos de autor 2015 Revista IRICE
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-240
container_title_str Revista IRICE (CONICET)
language Español
format Artículo revista
author Teubal, Eva
spellingShingle Teubal, Eva
The contribution of non-verbal graphic texts to children’s early literacy development
author_facet Teubal, Eva
author_sort Teubal, Eva
title The contribution of non-verbal graphic texts to children’s early literacy development
title_short The contribution of non-verbal graphic texts to children’s early literacy development
title_full The contribution of non-verbal graphic texts to children’s early literacy development
title_fullStr The contribution of non-verbal graphic texts to children’s early literacy development
title_full_unstemmed The contribution of non-verbal graphic texts to children’s early literacy development
title_sort contribution of non-verbal graphic texts to children’s early literacy development
description This paper argues that non-verbal graphic texts constitute a bridge between spoken and written language at an age in which there is a gap in children’s ability to produce and understand spoken compared to written language. Non-verbal graphic texts are tools which may enable young children to build the concepts and skills relevant for early literacy development if, and only if (in my view), they are actively used by the children in relevant contexts. This claim is based on several studies carried out in the last decade by my colleagues and I on the use of nonverbal graphic texts by kindergarten and preschool children in Israel and England; calendars, icons, mathematical notation and scientific illustrations. Several studies support the claim that young children: 1) have considerable ability to "follow the rules" involved in using a weekly paper calendar; 2) are able to produce “scientific illustrations” suited for data recording in science problem solving and for communicating findings which they cannot readily express verbally; 3) are able to discriminate between the use of numerical and "writing" notation and their relations with functional contexts; 4) produce more extended and coherent spatial descriptions when these descriptions are supported by simple maps produced by them.
publisher IRICE (CONICET-UNR)
publishDate 2010
url https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/v21n21a03
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