A Case Study of First Graders’ Written Forms

• Main Authors: Hui Shan Tasi, 蔡蕙珊
• Other Authors: Tien Chang Shen
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/24014874364421294860

碩士 === 國立嘉義大學 === 國民教育研究所 === 89 === A Case Study of First Graders’ Written Forms Abstract This study investigated first graders’ written forms from an emergent literacy perspective. This study was guided by the following research questions: 1.What are the forms and functions of symbols in first graders’ written texts? And what are the relationships between the symbols? 2.What are the relationships between writing tasks and the discourse forms in first graders’ written texts? 3.What are the differences between the written forms produced by more mature and less mature first-grade writers? This study employed qualitative research methods to collect and analyze data. These included participant observation, interviewing, and document collection. Conclusions from the research were as follows: 1.Children’s use of symbols was meaning centered, and equivalents between symbols and objects were established in the process of exploring these symbols. 2.The Fill-in-the-Blank writing task produced the greatest amount of non-narrative, disconnected discourse forms. 3.Repetition was an important writing strategy in first graders’ writing. 4.The symbols used by more mature first-grade writers were frequently characters and pictures, and they produced more narrative writings. 5.The use of symbols by less mature first-grade writers was characterized by personal style and invention, and they produced more non-narrative writings. Finally, based on the findings, the researcher presents pedagogical implications and topics for further research in the future. Key words: Emergent literacy, Written forms, Symbols, Discourse