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Spanish-Language Narration and Literacy
Culture, Cognition, and Emotion

£63.00

Alison Bailey, Allyssa McCabe, Gigliana Melzi, Margaret Caspe, Pablo Stansbery, Tonia N. Cristofaro, Catherine S. Tamis-LeMonda, Camila Fernández, Kendall A. King, Colleen Gallagher, Alison Wishard Guerra, Paola Uccelli, Martha Shiro, C. Nicholas Cuneo, Alison Sparks, Ani Moughamian, Mary Dingle, Sarah W. Beck
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  • Date Published: December 2008
  • availability: In stock
  • format: Hardback
  • isbn: 9780521883757

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About the Authors
  • This 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.

    • Study of multiple populations of Spanish-speaking children in the Americas
    • Examination of various types of narration in Spanish
    • Consideration of Spanish-speakers at home (mothers, fathers and children) and at school
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    Product details

    • Date Published: December 2008
    • format: Hardback
    • isbn: 9780521883757
    • length: 382 pages
    • dimensions: 236 x 162 x 26 mm
    • weight: 0.64kg
    • contains: 20 tables
    • availability: In stock
  • Table of Contents

    1. Introduction Alison Bailey, Allyssa McCabe and Gigliana Melzi
    Part I. Parent-Child Interaction:
    2. Cultural variations in mother-child narrative discourse style Margaret Caspe and Gigliana Melzi
    3. Early socio-communicative narrative patterns during Costa Rican mother-infant interaction Pablo Stansbery
    4. Lessons in mother-child and father-child personal narratives in Latino families Tonia N. Cristofaro and Catherine S. Tamis-LeMonda
    5. Evaluation in Spanish-speaking mother-child narratives: the social and sense-making function of internal state references Camila Fernández and Gigliana Melzi
    6. Love, diminutives, and gender socialization in Andean mother-child narrative conversations Kendall A. King and Colleen Gallagher
    Part II. Developing Independent Narration:
    7. The intersection of language and culture among Mexican-heritage children three to seven years old Alison Wishard Guerra
    8. Beyond chronicity: evaluation and temporality in Spanish-speaking children's personal narratives Paola Uccelli
    9. Narrative stance in Venezuelan children's stories Martha Shiro
    10. Mestizaje: Afro-Caribbean and indigenous Costa Rican children's narratives and links with other traditions C. Nicholas Cuneo, Allyssa McCab, and Gigliana Melzi
    Part III. Links to Literacy and Other School Achievements:
    11. Latino mothers and their preschool children talk about the past Alison Sparks
    12. The contribution of Spanish-language narration to the assessment of early academic performance of Latino students Alison L. Bailey, Ani Moughamian and Mary Dingle
    13. Cultural variation in narrative competence and its implications for children's academic success Sarah W. Beck.

  • Editors

    Allyssa McCabe, University of Massachusetts, Lowell
    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 L. Bailey, University of California, Los Angeles
    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, New York University
    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.

    Contributors

    Alison Bailey, Allyssa McCabe, Gigliana Melzi, Margaret Caspe, Pablo Stansbery, Tonia N. Cristofaro, Catherine S. Tamis-LeMonda, Camila Fernández, Kendall A. King, Colleen Gallagher, Alison Wishard Guerra, Paola Uccelli, Martha Shiro, C. Nicholas Cuneo, Alison Sparks, Ani Moughamian, Mary Dingle, Sarah W. Beck

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