What no bedtime story means: Narrative skills at home and school*

@article{Heath1982WhatNB,
  title={What no bedtime story means: Narrative skills at home and school*},
  author={S. Heath},
  journal={Language in Society},
  year={1982},
  volume={11},
  pages={49-76}
}
  • S. Heath
  • Published 1982
  • Sociology, Psychology
  • Language in Society
"Ways of taking" from books are a part of culture and as such are more varied than current dichotomies between oral and literate traditions and relational and analytic cognitive styles would suggest. Patterns of language use related to books are studied in three literate communities in the Southeastern United States, focusing on such "literacy events" as bedtime story reading. One community, Maintown, represents mainstream, middle-class school-oriented culture; Roadville is a white mill… Expand
"Este Libro Es Mi Historia": Mother-Child Interactions during Storybook Reading in a Mexican-American Household.
A study explored the storybook reading experiences between Ms. Garza and her children. A broad conception of the zone of proximal development, involving use, adaptation, and transformation ofExpand
Storytelling in Mexican Homes: Connections Between Oral and Literacy Practices
  • Leslie Reese
  • Sociology, Medicine
  • Bilingual research journal
  • 2012
The study focuses on storytelling among Mexican families, documenting the frequency of storytelling in the homes of working- and middle-class Mexican families, the range of topics of the stories,Expand
Lionizing Lone Wolves: The Cultural Romantics of Literacy Workshops
ABSTRACTThe dominant methodology for teaching literacy advocated in teacher education programs today, the “workshop” approach, privileges the ways with words of the mainstream, mostly white middleExpand
In‐betweenness: Religion and conflicting visions of literacy
In this article, I examine the multiple uses of religious and secular text at school, home, and in the community. Specifically, I focus on how Yemeni American high school girls employ religious,Expand
Re-Examining Emergent Storybook Reading: A Sociocultural Perspective.
This study compared the develop...ant of storybook reading in 15 kindergartners from working class homes to that of kindergartners from middle class homes studied by Sulzby (1985). Nine girls and sixExpand
Literature Socialization in a Kindergarten Classroom
This article examines the storytelling event in a kindergarten classroom. The study took place in an urban, multi-ethnic public school located in a working-class neighborhood in Madrid, Spain. PovedaExpand
Negotiating identities through language, learning, and conversation
This ethnographic study explored everyday lived experiences of a group of Latina women in school and in the community in an Adult Basic Education (ABE) setting. I examined the functions of discourseExpand
Literacy experiences : an exploration of young children's orientations, identities, and affective relations with text
Traditionally, in educational discourses early literacy development has tended to be thought of in terms of measurable learning outcomes. In this thesis, young children’s encounters with written andExpand
Taking Account of the Social Correlates of Literacy.
A reason for failure at reading and writing of Pacific children may lie in the social behaviors which children bring to the classroom. A well documented example from America demonstrates that theExpand
Play, early literacy, and home culture : a case study in two Chinese immigrant families
TLDR
Evidence that play is an integrated way to early literacy learning at home from three perspectives is provided: the literate potentials of play, play as a context for literacy learning in a specific culture, and play as an supportive medium for self construction in relation to literacy. Expand
...
1
2
3
4
5
...

References

SHOWING 1-10 OF 49 REFERENCES
The Relation between Socio-Conceptual Styles and Orientation to School Requirements
This study is one of several which deal with the cognitive nature of educationa disadvantage. It operationalizes generic requirements for school achievement, and finds them to be derivatives of theExpand
Peekaboo as an Instructional Model: Discourse Development at Home and at School. Papers and Reports on Child Language Development, No. 17.
I have spent piy professional life going back and forth between the language worlds of the child at home and the child at school. For several years, I participated actively in research on earlyExpand
Explorations in the Ethnography of Speaking
Introduction to the second edition Part I. Preface and Introduction: Preface Introduction Part II. Communities and Resources for Performance: Introduction 1. A quantitative paradigm for the study ofExpand
The folkstories of children
What prompts children to tell stories? What does the word "story" mean to a child at two or five years of age? The Folkstories of Children, first published in 1981, features nearly five hundredExpand
Conceptual Styles, Culture Conflict, and Nonverbal Tests of Intelligence
Conceptual styles are rule-sets for the selection and organization of sense data. Two mutually incompatible conceptual styles are identified—relational and analytic. Relational and analytic methodsExpand
Teacher talk : language in the classroom
Teacher talk can be chdracterized.as "caregiving" style which has certain identifiable phonological, lexical,Yand graimatical features. Analysis of classroom discourse can make teachers and studentsExpand
Psychological significance of styles of conceptualization.
TLDR
Cognitive development is accompanied by more differentiated perceptions and the acquisition of differentiated as well as abstract concepts and the importance of stable individual differences in mode of cognitive functioning has not received as much systematic attention as they deserve. Expand
Preschool Children's Intraconversational Narratives.
Analysis of narratives produced spontaneously within natural conversation by children from three to five years of age found age-related increases in length, number, variety, compression, andExpand
The achievement and antecedents of labelling
The achievement of labelling was investigated in a longitudinal study of one mother–infant dyad, using video-recordings of their free play in a period between 0; 8 and 1; 6. Analysis of jointExpand
Cognitive patterning in mildly retarded boys.
TLDR
The frequent occurrence of cases with relatively high analytical and low verbal-comprehension ability in groups now identified as retarded may be the result of particular emphasis on verbal skills in "routing" children in the school-age period. Expand
...
1
2
3
4
5
...