Keywords
dialogic reading
attribution of meaning
dialogic interaction modalities
How to Cite
Abstract
This case study with qualitative methodology examines the function of storybook reading in early literacy. It expands Molina-Iturrondo (1999) findings about dialogic interaction modalities: linguistic interactions that toddlers and preschoolers use to interact with adult readers, in which the text is the mediator. The discourse of two girls and two boys, non-readers, was examined during repetitive dialogic read-alouds. The book with repetition was related to more spontaneous use of the repetitive modality, while the book with interrogation did not lead to more use of the interrogative but rather of the assertive modality. Attribution of meaning through the use of the same five modalities was documented. Although research findings cannot be generalized, they provide evidence that sustain the presumed mediation that exists between language and incipient thought about the text of storybooks in non-reading children. Studies with books with other characteristics and with children of different literacy backgrounds are recommended.
How to cite:
Febles-Iguina, I. M. (2017). Uso de modalidades de interacción dialógica por cuatro preescolares no lectores en la atribución de significado al texto. Pedagogía, 50(1). Retrieved from https://revistas.upr.edu/index.php/educacion/article/view/16235
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