Spanish-language narration and literacy: Culture, cognition, and emotion

Allyssa McCabe, Alison L. Bailey, Gigliana Melzi

Research output: Book/ReportBook

Abstract

This book is divided into three main topical sections: (1) Parent-child construction of narrative, which focuses on aspects of the social interaction that facilitate oral narrative development in Spanish-speaking children; (2) Developing independent narration by Spanish-speaking children; and (3) Narrative links between Latino children's oral narration and their emergent literacy and other school achievements. Chapters address narration to and by Latino children aged six months to eleven years old and in low, middle, and upper socioeconomic groups. Nationalities of speakers include the following: Costa Rican, Dominican, Ecuadorian, Mexican, Peruvian, Puerto Rican, Venezuelan, and Spanish-English bilingual children who are citizens or residents of the United States. Narratives studied include those in conversations, personal and fictional stories, and those prompted by wordless picture books or videos. Thus, the current project includes diverse nationalities, socioeconomic backgrounds, and genres of narrative.

Original languageEnglish (US)
PublisherCambridge University Press
Number of pages365
ISBN (Print)9780511815669, 9780521883757
DOIs
StatePublished - Jan 1 2008

Fingerprint

Narration
Cognition
Emotions
Language
Hispanic Americans
Ethnic Groups
Interpersonal Relations
Literacy

ASJC Scopus subject areas

  • Psychology(all)

Cite this

Spanish-language narration and literacy : Culture, cognition, and emotion. / McCabe, Allyssa; Bailey, Alison L.; Melzi, Gigliana.

Cambridge University Press, 2008. 365 p.

Research output: Book/ReportBook

McCabe, Allyssa ; Bailey, Alison L. ; Melzi, Gigliana. / Spanish-language narration and literacy : Culture, cognition, and emotion. Cambridge University Press, 2008. 365 p.
@book{25c9781f88ae4b158e55baab4986b0e5,
title = "Spanish-language narration and literacy: Culture, cognition, and emotion",
abstract = "This book is divided into three main topical sections: (1) Parent-child construction of narrative, which focuses on aspects of the social interaction that facilitate oral narrative development in Spanish-speaking children; (2) Developing independent narration by Spanish-speaking children; and (3) Narrative links between Latino children's oral narration and their emergent literacy and other school achievements. Chapters address narration to and by Latino children aged six months to eleven years old and in low, middle, and upper socioeconomic groups. Nationalities of speakers include the following: Costa Rican, Dominican, Ecuadorian, Mexican, Peruvian, Puerto Rican, Venezuelan, and Spanish-English bilingual children who are citizens or residents of the United States. Narratives studied include those in conversations, personal and fictional stories, and those prompted by wordless picture books or videos. Thus, the current project includes diverse nationalities, socioeconomic backgrounds, and genres of narrative.",
author = "Allyssa McCabe and Bailey, {Alison L.} and Gigliana Melzi",
year = "2008",
month = "1",
day = "1",
doi = "10.1017/CBO9780511815669",
language = "English (US)",
isbn = "9780511815669",
publisher = "Cambridge University Press",

}

TY - BOOK

T1 - Spanish-language narration and literacy

T2 - Culture, cognition, and emotion

AU - McCabe, Allyssa

AU - Bailey, Alison L.

AU - Melzi, Gigliana

PY - 2008/1/1

Y1 - 2008/1/1

N2 - This book is divided into three main topical sections: (1) Parent-child construction of narrative, which focuses on aspects of the social interaction that facilitate oral narrative development in Spanish-speaking children; (2) Developing independent narration by Spanish-speaking children; and (3) Narrative links between Latino children's oral narration and their emergent literacy and other school achievements. Chapters address narration to and by Latino children aged six months to eleven years old and in low, middle, and upper socioeconomic groups. Nationalities of speakers include the following: Costa Rican, Dominican, Ecuadorian, Mexican, Peruvian, Puerto Rican, Venezuelan, and Spanish-English bilingual children who are citizens or residents of the United States. Narratives studied include those in conversations, personal and fictional stories, and those prompted by wordless picture books or videos. Thus, the current project includes diverse nationalities, socioeconomic backgrounds, and genres of narrative.

AB - This book is divided into three main topical sections: (1) Parent-child construction of narrative, which focuses on aspects of the social interaction that facilitate oral narrative development in Spanish-speaking children; (2) Developing independent narration by Spanish-speaking children; and (3) Narrative links between Latino children's oral narration and their emergent literacy and other school achievements. Chapters address narration to and by Latino children aged six months to eleven years old and in low, middle, and upper socioeconomic groups. Nationalities of speakers include the following: Costa Rican, Dominican, Ecuadorian, Mexican, Peruvian, Puerto Rican, Venezuelan, and Spanish-English bilingual children who are citizens or residents of the United States. Narratives studied include those in conversations, personal and fictional stories, and those prompted by wordless picture books or videos. Thus, the current project includes diverse nationalities, socioeconomic backgrounds, and genres of narrative.

UR - http://www.scopus.com/inward/record.url?scp=84928271447&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84928271447&partnerID=8YFLogxK

U2 - 10.1017/CBO9780511815669

DO - 10.1017/CBO9780511815669

M3 - Book

AN - SCOPUS:84928271447

SN - 9780511815669

SN - 9780521883757

BT - Spanish-language narration and literacy

PB - Cambridge University Press

ER -