Children Interactions in Literacy Tutoring Situations: A Study with Urban Marginalized Populations in Argentina

Autores
Rosemberg, Celia Renata; Alam, Florencia; Stein, Alejandra
Año de publicación
2013
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
The study analyzed the conversational exchanges through which child tutors mediated literacy abilities and knowledge with young children in the framework of the project "From Child to Child: A Tutor-Child Literacy Program", that is being conducted in Buenos Aires, Argentina. The analysis considered the conversational moves deployed by both participants in the dyad, as well as the relationship between the tutor and the tutee. Likewise, it examined longitudinal variations in the interactions registered between the first tutoring sessions and the tutoring sessions that occurred after one year of the program. The tutoring sessions were video-taped and the different conversational moves deployed by the tutor and tutee were analyzed using an especially developed system of categories. Subsequently, the distribution of the categories of the tutee and tutor´s interactional moves in the corpus was analyzed quantitatively. Results showed significant longitudinal differences in the quantity of conversational moves: the tutors and the tutees increased their participation in the performance of the activities. The results demonstrated an increase in all the conversational moves the tutors utilized to promote the learning of the younger child tutee and a decrease in those conversational moves that do not promote learning.
Fil: Rosemberg, Celia Renata. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental Dr. Horacio J.a Rimoldi; Argentina
Fil: Alam, Florencia. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental Dr. Horacio J.a Rimoldi; Argentina
Fil: Stein, Alejandra. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental Dr. Horacio J.a Rimoldi; Argentina
Materia
CHILD TUTORS
CONVERSATIONAL MOVEMENTS
EARLY LITERACY
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/19374
Acceder
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repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling Children Interactions in Literacy Tutoring Situations: A Study with Urban Marginalized Populations in ArgentinaRosemberg, Celia RenataAlam, FlorenciaStein, AlejandraCHILD TUTORSCONVERSATIONAL MOVEMENTSEARLY LITERACYhttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5The study analyzed the conversational exchanges through which child tutors mediated literacy abilities and knowledge with young children in the framework of the project "From Child to Child: A Tutor-Child Literacy Program", that is being conducted in Buenos Aires, Argentina. The analysis considered the conversational moves deployed by both participants in the dyad, as well as the relationship between the tutor and the tutee. Likewise, it examined longitudinal variations in the interactions registered between the first tutoring sessions and the tutoring sessions that occurred after one year of the program. The tutoring sessions were video-taped and the different conversational moves deployed by the tutor and tutee were analyzed using an especially developed system of categories. Subsequently, the distribution of the categories of the tutee and tutor´s interactional moves in the corpus was analyzed quantitatively. Results showed significant longitudinal differences in the quantity of conversational moves: the tutors and the tutees increased their participation in the performance of the activities. The results demonstrated an increase in all the conversational moves the tutors utilized to promote the learning of the younger child tutee and a decrease in those conversational moves that do not promote learning.Fil: Rosemberg, Celia Renata. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental Dr. Horacio J.a Rimoldi; ArgentinaFil: Alam, Florencia. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental Dr. Horacio J.a Rimoldi; ArgentinaFil: Stein, Alejandra. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental Dr. Horacio J.a Rimoldi; ArgentinaMercy College2013-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/19374Rosemberg, Celia Renata; Alam, Florencia; Stein, Alejandra; Children Interactions in Literacy Tutoring Situations: A Study with Urban Marginalized Populations in Argentina; Mercy College; Global Education Review; 1; 2; 12-2013; 41-632325-663XCONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/http://ger.mercy.edu/index.php/ger/article/view/11info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T09:42:48Zoai:ri.conicet.gov.ar:11336/19374instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-29 09:42:49.132CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Children Interactions in Literacy Tutoring Situations: A Study with Urban Marginalized Populations in Argentina
title Children Interactions in Literacy Tutoring Situations: A Study with Urban Marginalized Populations in Argentina
spellingShingle Children Interactions in Literacy Tutoring Situations: A Study with Urban Marginalized Populations in Argentina
Rosemberg, Celia Renata
CHILD TUTORS
CONVERSATIONAL MOVEMENTS
EARLY LITERACY
title_short Children Interactions in Literacy Tutoring Situations: A Study with Urban Marginalized Populations in Argentina
title_full Children Interactions in Literacy Tutoring Situations: A Study with Urban Marginalized Populations in Argentina
title_fullStr Children Interactions in Literacy Tutoring Situations: A Study with Urban Marginalized Populations in Argentina
title_full_unstemmed Children Interactions in Literacy Tutoring Situations: A Study with Urban Marginalized Populations in Argentina
title_sort Children Interactions in Literacy Tutoring Situations: A Study with Urban Marginalized Populations in Argentina
dc.creator.none.fl_str_mv Rosemberg, Celia Renata
Alam, Florencia
Stein, Alejandra
author Rosemberg, Celia Renata
author_facet Rosemberg, Celia Renata
Alam, Florencia
Stein, Alejandra
author_role author
author2 Alam, Florencia
Stein, Alejandra
author2_role author
author
dc.subject.none.fl_str_mv CHILD TUTORS
CONVERSATIONAL MOVEMENTS
EARLY LITERACY
topic CHILD TUTORS
CONVERSATIONAL MOVEMENTS
EARLY LITERACY
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.3
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv The study analyzed the conversational exchanges through which child tutors mediated literacy abilities and knowledge with young children in the framework of the project "From Child to Child: A Tutor-Child Literacy Program", that is being conducted in Buenos Aires, Argentina. The analysis considered the conversational moves deployed by both participants in the dyad, as well as the relationship between the tutor and the tutee. Likewise, it examined longitudinal variations in the interactions registered between the first tutoring sessions and the tutoring sessions that occurred after one year of the program. The tutoring sessions were video-taped and the different conversational moves deployed by the tutor and tutee were analyzed using an especially developed system of categories. Subsequently, the distribution of the categories of the tutee and tutor´s interactional moves in the corpus was analyzed quantitatively. Results showed significant longitudinal differences in the quantity of conversational moves: the tutors and the tutees increased their participation in the performance of the activities. The results demonstrated an increase in all the conversational moves the tutors utilized to promote the learning of the younger child tutee and a decrease in those conversational moves that do not promote learning.
Fil: Rosemberg, Celia Renata. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental Dr. Horacio J.a Rimoldi; Argentina
Fil: Alam, Florencia. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental Dr. Horacio J.a Rimoldi; Argentina
Fil: Stein, Alejandra. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental Dr. Horacio J.a Rimoldi; Argentina
description The study analyzed the conversational exchanges through which child tutors mediated literacy abilities and knowledge with young children in the framework of the project "From Child to Child: A Tutor-Child Literacy Program", that is being conducted in Buenos Aires, Argentina. The analysis considered the conversational moves deployed by both participants in the dyad, as well as the relationship between the tutor and the tutee. Likewise, it examined longitudinal variations in the interactions registered between the first tutoring sessions and the tutoring sessions that occurred after one year of the program. The tutoring sessions were video-taped and the different conversational moves deployed by the tutor and tutee were analyzed using an especially developed system of categories. Subsequently, the distribution of the categories of the tutee and tutor´s interactional moves in the corpus was analyzed quantitatively. Results showed significant longitudinal differences in the quantity of conversational moves: the tutors and the tutees increased their participation in the performance of the activities. The results demonstrated an increase in all the conversational moves the tutors utilized to promote the learning of the younger child tutee and a decrease in those conversational moves that do not promote learning.
publishDate 2013
dc.date.none.fl_str_mv 2013-12
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/19374
Rosemberg, Celia Renata; Alam, Florencia; Stein, Alejandra; Children Interactions in Literacy Tutoring Situations: A Study with Urban Marginalized Populations in Argentina; Mercy College; Global Education Review; 1; 2; 12-2013; 41-63
2325-663X
CONICET Digital
CONICET
url http://hdl.handle.net/11336/19374
identifier_str_mv Rosemberg, Celia Renata; Alam, Florencia; Stein, Alejandra; Children Interactions in Literacy Tutoring Situations: A Study with Urban Marginalized Populations in Argentina; Mercy College; Global Education Review; 1; 2; 12-2013; 41-63
2325-663X
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/http://ger.mercy.edu/index.php/ger/article/view/11
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
application/pdf
application/pdf
dc.publisher.none.fl_str_mv Mercy College
publisher.none.fl_str_mv Mercy College
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 13.070432

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