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Using Concept Maps to Promote the Emergent Literacy Skills of 3- to 5-Year- Old Children

McLemore, Bronwyn and Monroe-Ossi, Heather and Wehry, Stephanie and Hunter, Janice (2012) Using Concept Maps to Promote the Emergent Literacy Skills of 3- to 5-Year- Old Children. In: Concept Maps: Theory, Methodology, Technology. Proc. of the Fifth Int. Conference on Concept Mapping. University of Malta, Valetta, Malta, pp. 460-467. ISBN 978-99957-0-309-7

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Abstract

In this paper we report the findings from a study designed to investigate the associations among young pre-reading children’s concept development, oral language development, and emergent writing skills when their teachers used concept maps to support instruction. The 40 sampled children attended 12 classes in four elementary schools. The children’s classes included children of poverty and with special needs. Data included pre- and posttest writing and language samples. Concept mapped language samples provided the concept development measures. Findings suggest that, on average, girls’ writing samples scored higher than boys’ at pretest. Results indicated that children made gains from pretest to posttest in concept map scores and the number of words and the number of different words in the language scores. Gains made from pretest to posttest were not differentiated by gender. Finally, gains made on concept map scores were associated with gains in number of words and number of different words, but not with mean length of utterances.

Item Type: Book Section
Uncontrolled Keywords: Paper, CMC2012
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1501 Primary Education
L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
Divisions: UNSPECIFIED
Depositing User: Mr. Ernest Prats
Date Deposited: 29 Sep 2012 21:33
Last Modified: 29 Sep 2012 21:33
URI: http://eprint.ihmc.us/id/eprint/280

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