This study examined the effects of social relationships and individual differences in the forms of gender and temperament on kindergarten students' use of literate language. Literate language is defined as a specific oral language register. It was hypothesized that friend compared to non-friend context would elicit more literate language, or verbalizations indicative of reflection upon cognitive and linguistic processes. Same gender dyads of 64 kindergarteners were observed during their interactions about a story in friend and non-friend dyads, and measures of oral language were collected. The effects of peer relationships, gender, and temperament were analyzed on the measures of oral language including literate language, linguistic terms, cognitive terms, emotion terms, conflicts, and resolutions. By using within-subjects design, the same students were observed both in friends and nonfriends conditions. Children's oral language derived from their interactions during literacy writing sessions and play episodes. Furthermore, children's oral language measures were examined to determine the correlation between them and literacy measures. The research findings suggested that different peer relationships differentially affect children's interactions and early literacy. The differences were mostly favorable to the friends group as predicted. Both male and female students generated more linguistic terms and resolved more conflicts while interacting with friends. Furthermore, female friends used more emotion terms in friends condition than they did in nonfriends condition. Interestingly, however, male nonfriends outperformed male friends in the literate language measure, which is opposite to the prediction. Even though the literate language scores of children with inhibited temperament were higher in friends condition than that of in nonfriends condition, it was statistically not significant. It was concluded that interacting with friends facilitated the oral language use of kindergarten students. Interpretation of the results of the study was provided in light of previous research and theory. Implications of the study were also discussed along with suggestions for future research. / A Dissertation submitted to the Department of Elementary and Early Childhood
Education in partial fulfillment of the requirement for the degree of Doctor of
Philosophy. / Degree Awarded: Fall Semester, 2004. / Date of Defense: June 28, 2004. / Literate language, temperament, social context, peer relationships, early childhood / Includes bibliographical references. / Ithel Jones, Professor Directing Dissertation; Mary Frances Hanline, Outside Committee Member; Charles H. Wolfgang, Committee Member; Vickie E. Lake, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_168078 |
| Contributors | Atay-Turhan, Tulay (authoraut), Jones, Ithel (professor directing dissertation), Hanline, Mary Frances (outside committee member), Wolfgang, Charles H. (committee member), Lake, Vickie E. (committee member), School of Teacher Education (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
Page generated in 0.0014 seconds