An ethnographic study of interactional factors affecting access of black kindergarten students to participation structures and reading information

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dc.contributor.authorDiss, Ronald Edwarden
dc.contributor.committeecochairNiles, Jerome A.en
dc.contributor.committeecochairEisenhart, Margaret A.en
dc.contributor.committeememberMaxson, Marilyn M.en
dc.contributor.committeememberSawyers, Janet K.en
dc.contributor.committeememberBorko, Hildaen
dc.contributor.committeememberFenstermacher, Gary D.en
dc.contributor.departmentCurriculum and Instructionen
dc.date.accessioned2017-03-10T15:14:56Zen
dc.date.available2017-03-10T15:14:56Zen
dc.date.issued1983en
dc.description.abstractThis study examined factors related to how the interactive behaviors of a group of Black kindergarten children, as demonstrated within the social organization of the classroom, may be related to reading readiness achievement outcomes. Cultural differences in language use, the demands for cooperation in mainstream schools, and established patterns of social interaction were examined as reasons for differential outcomes among blacks. Verbal and non-verbal forms of expression and social interactions, as displayed by students and teacher in the classroom, are related to whether students gain access to participation structures and, therefore, learning opportunities. In this ethnographic study participant observation was the method used to collect data. In the research classroom, linguistic form was not a factor in gaining access to participation strucures. This study suggests, however, that access to reading information was limited to competent students who complied with social and academic demands to gain access to participation structures operating in crucial lesson segments and, therefore, learning opportunities.en
dc.description.degreeEd. D.en
dc.format.extentxi, 164 leavesen
dc.format.mimetypeapplication/pdfen
dc.identifier.urihttp://hdl.handle.net/10919/76053en
dc.language.isoen_USen
dc.publisherVirginia Polytechnic Institute and State Universityen
dc.relation.isformatofOCLC# 9831877en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1983.D577en
dc.subject.lcshAfrican American children -- Languageen
dc.subject.lcshAfrican Americans -- Educationen
dc.subject.lcshReading (Kindergarten)en
dc.subject.lcshEnglish language -- Study and teaching -- African American studentsen
dc.titleAn ethnographic study of interactional factors affecting access of black kindergarten students to participation structures and reading informationen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameEd. D.en

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