Parent-child storybook reading as a complex adaptive system: Or "an igloo is a house for bears'

On Reading Books to Children: Parents and Teachers

Volumn , Issue , 2003, Pages 321-348

  Yaden, David B ^a  

^a UNIVERSITY OF SOUTHERN CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84919517083     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410607355     Document Type: Chapter

References (105)

1. Abraham, F.D., Abraham, R.H., Shaw, C.D., & Garfinkel, A, (1990). A visual introduction to dynamical systems theory for psychology. Santa Cruz, CA: Aerial Press.
2. Bak, P. (1996). How nature works: The science of self-organized criticality. New York:Springer-Verlag.
3. Bak, P., & Chen, K. (1991, January). Self-organized criticality. Scientific American, 264, 46-53.
4. Baker, P.L. (1993). Chaos, order and sociological theory. Sociological Inquiry, 63(2), 123-149.
5. Briggs, J., & Peat, F.D. (1989). Turbulent mirror: An illustrated guide to chaos theory and the science of wholeness. New York: Harper & Row.
6. Boynton, S. (1983). A is for angry: An animal and adjective alphabet. New York:Workman.
7. Bus, A.G., & van IJzendoorn, M.H. (1988). Mother-child interactions, attachment, and emergent literacy: A cross-sectional study. Child Development, 59, 1262-1272.
8. Bus, A.G., van IJzendoorn, M.H., & Pellegrini, A.D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 1-21.
9. Crichton, M. (1990). Jurassic park. New York: Alfred A, Knopf.
10. Crichton, M. (1995). The lost world. New York: Alfred A, Knopf.
11. Cronbach, L.J. (1988, August-September). Playing with chaos. Educational Researcher, 17, 46-49.
12. DeBruin-Parecki, A. (1999). Assessing adult/child storybook reading practices (CIERA Technical Report No. 2-004). Ann Arbor, MI: Center for the Improvement of Early Reading Achievement.
13. Doll, W.E., Jr. (1989). Complexity in the classroom. Educational Leadership, 47(1), 65-70.
14. Doll, W.E., Jr. (1993). A post-modern perspective on curriculum. New York: Teachers College Press.
15. Edelman, G.M. (1992). Bright air, brilliant fire. New York: Basic Books.
16. Elster, C. (1995). Importations in preschoolers' emergent readings. Journal of Reading Behavior, 27(1), 65-84.
17. Elster, C. (1998). Influences of text and pictures on shared and emergent readings. Research in the Teaching of English, 32, 43-78.
18. Ennis, C.D. (1992). Reconceptualizing learning as a dynamical system. Journal of Curriculum and Supervision, 7(2), 115-130.
19. Ferreiro, E., & Teberosky, A. (1982). Literacy before schooling. Portsmouth, NH:Heinemann.
20. Foucault, M. (1972). The archaeology of knowledge. New York: Pantheon.
21. Freeman, W.J. (1991). The physiology of perception. Scientific American, 264(2), 78-85.
22. Fuhriman, A., & Burlingame, G.M. (1994). Measuring small group process: A methodological application of chaos theory. Small Group Research, 25(4), 502-519.
23. Gleick, J. (1987). Chaos: Making a new science. New York: Viking.
24. Goldberger, A.L., Rigney, D.R., & West, B.J. (1990). Chaos and fractals in human physiology. Scientific American, 262(2), 43-49.
25. Goldstein, J. (1994, February). So you've found chaos in your data-So what? Scientific explanation in applied chaos theory.. Paper presented at the second annual Winter Chaos Conference, New Haven, CT.
26. Gough, N. (1994, April). Chaos and curriculum inquiry: More than a metaphor?. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
27. Greeley, L. (1990). Philosophical spacing: Key to the nonlinear complex dynamics of the attentional system of the cognitive learning process in the philosophical dialectic method. Unpublished doctoral dissertation, Harvard University, Cambridge, MA.
28. Greeley, L. (1995). Complexity in the attention system of the cognitive generative learning process. In A.Albert (Ed.), Chaos and society (pp. 373-386). Sainte-Foy, Quebec, Canada: Presses de l'Université du Quebec; Amsterdam: IOS Press.
29. Greening, M.M. (1993). The sense of chaos: A dynamical theory of narrative. Unpublished dissertation, University of California-Santa Cruz, Santa Cruz, CA.
30. Guastello, S.J. (1995). Chaos, catastrophe, and human affairs: Applications of non-linear dynamics to work, organizations, and social evolution. Mahwah, NJ: Lawrence Erlbaum Associates.
31. Guess, D., & Sailor, W. (1993). Chaos theory and the study of human behavior:Implications for special education and developmental disabilities. The Journal of Special Education, 27(1), 16-34.
32. Haden, C.A., & Fivush, R. (1994). Consistency and change in maternal reading styles. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
33. Hayden, H.M.R., & Pagan, W.T. (1987). Fathers and mothers reading familiar and unfamiliar stories to their children. Reading-Canada-Lecture, 5, 231-238.
34. Hayles, N.K. (1991). Chaos and order, Chicago: University of Chicago Press.
35. Hoberman, M.A, (1982). A house is a house for me. New York: Puffin Books.
36. Holland, J.H. (1995a). Can there be a unified theory of complex adaptive systems? In H.J. Morowitz & J.L.Singer (Eds.), The mind, the brain, and complex adaptive systems (pp. 45-50). Reading, MA: Addison-Wesley.
37. Holland, J.H. (1995b). Hidden order: How adaption builds complexity. Reading, MA:Addison-Wesley.
38. Kamler, B. (1999). Constructing gender and difference: Critical perspectives on early childhood. Cresskill, NJ: Hampton Press.
39. Kauffman, S.A. (1991, August). Anti-chaos and adaptation. Scientific American, 78-84.
40. Kauffman, S.A. (1995). At home in the universe: The search for the laws of selforganization and complexity. New York: Oxford University Press.
41. Kellert, S.H. (1993). In the wake of chaos: Unpredictable order in dynamical systems. Chicago: University of Chicago Press.
42. Kook, H., & Vedder, P. (1994, April). Parental book-reading to four- and five-year-old children in Curaçao.. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
43. Kosko, B. (1999). Heaven in a chip: Fuzzy visions of society and science in the digital age. New York: Three Rivers Press.
44. Lewin, R. (1992). Complexity: Life at the edge of chaos. New York: Collier Books.
45. Lindsay, J.S. (1989, February). Chaos theory: Implications for educational research.. Paper presented at the annual meeting of the Eastern Educational Research Association, Savannah, GA.
46. Lindsay, J.S. (1991). The chaos pattern in Piaget's theory of cognitive development. Unpublished manuscript, University of Virginia, Charlottesville, VA.
47. Lorenz, E.N. (1963). Deterministic nonperiodic flow. Journal of Atmospheric Sciences, 20, 130-141.
48. Lorenz, E. (1993). The essence of chaos. Seattle: University of Washington Press.
49. McDonald, S. (1992). Alphabatics. New York: Aladdin Books.
50. Meyer, L.A., Wardrop, J.L., Stahl, S.A., & Linn, R.L. (1994). Effects of reading storybooks aloud to children. Journal of Educational Research, 88, 69-85.
51. Morrow, L.M. (1988). Young children's responses to one-on-one story reading in school settings. Reading Research Quarterly, 23, 89-107.
52. Ninio, A. (1980). Picture-book reading in mother-infant dyads belonging to two subgroups in Israel, Child Development, 51, 587-590.
53. Ninio, A., & Bruner, J. (1978). The achievement and antecedents of labeling. Journal of Child Language, 5, 5-15.
54. Nowak, A., & Lewenstein, M. (1994). Dynamical systems: A tool for social psychology? In R. R.Vallacher & A.Nowak (Eds.), Dynamical systems in social psychology (pp. 17-53). San Diego: Academic Press.
55. Panofsky, C. (1986, December). The functions of language in parent-child bookreading events.. Paper presented at the annual meeting of the National Reading Conference, Austin, TX.
56. Pappas, C.C. (1991). Young children's strategies in learning the "book language" of information books. Discourse Processes, 14, 203-225.
57. Pappas, C.C. (1993). Is narrative "primary"? Some insights from kindergartners' pretend readings of stories and information books. Journal of Reading Behavior, 25(1), 97-130.
58. Patterson, L., Cotton, C., Kimball-Lopez, K., Pavonetti, L., & Van Horn, L. (1998). The shared "AH-HA experience": Literature conversations and self-organizing complex adaptive systems. In T.Shanahan & F.V.Rodriguez-Brown (Eds.), Forty-seventh yearbook of the National Reading Conference (pp. 143-156). Chicago: National Reading Conference.
59. Pellegrini, A.D., Perlmutter, J.C., Galda, L., & Brody, G.H. (1990). Joint book reading between Black Head Start children and their mothers. Child Development, 61, 443-453.
60. Phillips, L.M., Norris, S.P., & Mason, J.M. (1996). Longitudinal effects of early literacy concepts on reading achievement: A kindergarten intervention and five-year followup. Journal of Literacy Research, 28, 173-195.
61. Piaget, J. (1985). The equilibration of cognitive structures: The central problem of intellectual development (T. Brown & K. Thampy, Trans.). Chicago: University of Chicago Press. (Original work published 1975).
62. Prigogine, I. (1996). The end of certainty: Time, chaos and the new laws of nature. New York: The Free Press.
63. Prigogine, I., & Stengers, I. (1984). Order out of chaos: Man's new dialogue with nature. New York: Bantam Books.
64. Rapp, P.E., Jimenez-Montano, M.A., Langs, R.J., Thomson, L. & Mees, A.I. (1991). Toward a quantitative characterization of patient-therapist communication. Mathematical Biosciences, 105, 207-227.
65. Robinson, R., & Yaden, D.B. (1993). Chaos or nonlinear dynamics: Implications for reading research. Reading Research and Instruction, 32(3), 10-14.
66. Roser, N., & Martinez, M. (1985). Roles adults play in preschoolers' response to literature. Language Arts, 62(5), 485-490.
67. Sacks, O. (1990), Chaos and awakenings. In O.Sacks (Ed.), Awakenings (pp. 351-366). New York: HarperCollins.
68. Seuss, Dr. (1963). Dr. Seuss's ABC. New York: Random House.
69. Scarborough, H.S., & Dobrich, W. (1994). Another look at parent-preschooler book reading: How naked is the emperor? Development Review, 14, 340-347.
70. Shanahan, T., & Hogan, V. (1983). Parent reading style and children's print awareness. In J. Niles &. L.A.Harris (Eds.), Thirty-second yearbook of the National Reading Conference (pp. 212-217). Rochester, NY: National Reading Conference
71. Shaw, R. (1984). The dripping faucet as a model chaotic system. Santa Cruz, CA: Aerial Press.
72. Smolkin, L.B., & Yaden, D.B. (1992). O is for mouse: First encounters with the alphabet book. Language Arts, 69(6), 432-443.
73. Smolkin, L.B., Yaden, D.B., Brown, L.M., & Hofius, B. (1992). The effects of genre, visual design choices, and discourse structure on preschoolers' responses to picture storybooks during parent-child read-alouds. In C.Kinzer & D.Leu (Eds.), Literacy research, theory, and practice: Views from many perspectives. Forty-first yearbook of the National Reading Conference (pp. 291-302). Chicago: National Reading Conference.
74. Snow, C.E. (1983). Literacy and language: Relationships during the preschool years. Harvard Educational Review, 53, 165-189.
75. Snow, C.E., & Ninio, A. (1986). The contracts of literacy: What children learn from learning to read books. In W.H.Teale & E.Sulzby (Eds.), Emergent literacy: Writing and reading (pp. 116-138). Norwood, NJ: Ablex.
76. Solsken, J. (1993). Literacy, gender and work: In families and in school. Norwood, NJ:Ablex.
77. Spielberg, S. (Director), & Johnston, J. (Director). (2001). Jurassic Park III. [Film]. Hollywood, CA: Universal Pictures.
78. Spradley, J. (1980). Participant observation. New York: Holt, Rinehart, & Winston.
79. Stewart, I. (1989). Does God play dice? The mathematics of chaos. Cambridge, MA:Basil Blackwell.
80. Sulzby, E., & Teale, W. (1991). Emergent literacy. In R.Barr, M.Kamil, P.Mosenthal, & P. D.Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 727-757). New York:Longman.
81. Sumara, D.J. (2000). Researching complexity. Journal of Literacy Research, 32(2), 267-281.
82. Syverson, M.A. (1999). The wealth of reality: An ecology of composition. Carbondale, IL: Southern Illinois University Press.
83. Taylor, D. (1986). Creating family story: "Matthew! We're going to have a ride!" In W.H. Teale & E.Sulzby (Eds.), Emergent literacy: Writing and reading. Norwood, NJ: Ablex.
84. Teale, W.H., & Martinez, M. (1986). Teachers' storybook reading styles: Evidence and implications. Reading Education in Texas, 2, 7-16.
85. Templeton, S., & Bear, D.R. (1992). Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H.Henderson. Mahwah, NJ: Lawrence Erlbaum Associates.
86. Ungerer, T. (1986), Crictor. New York: Harper & Row.
87. Vallacher, R.R., & Nowak, A, (1994). Dynamical systems in social psychology. Orlando, FL: Academic Press.
88. Vernon, S., & Ferreiro, E. (1999). Writing development: A neglected variable in the consideration of phonological awareness. Harvard Educational Review, 69, 395-414.
89. von Bertalanffy, L. (1968). General systems theory: Foundations, development, applications (rev. ed.). New York: George Braziller.
90. Vygotsky, L.S. (1997). Genesis of higher mental functions. In R.Rieber (Ed.) & M.J.Hall (Trans.), The collected works of L.S. Vygotsky, Volume 4: The history of the development of higher mental functions (pp. 97-120). New York: Plenum Press. (Original work published 1960)
91. Vygotsky, L.S. (1987). Thinking and speech. In R.W.Richer & A.S.Carton (Eds.) & N. Minick (Trans.), The collected works of L.S. Vygotsky, Volume 1: Problems of general psychology (pp. 39-285). New York: Plenum Press. (Original work published 1934)
92. Weaver, C. (1985). Parallels between new paradigms in science and in reading and literacy theories: An essay review. Research in the Teaching of English, 19(3), 298-316.
93. Wells, G. (1986). The meaning-makers: Children learning language and using language to learn. Portsmouth, NH: Heinemann.
94. Weitzman, E.A. (2000). Software and qualitative research. In N.K.Denzin & Y.S.Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 803-820). Thousand Oaks, CA:Sage Publications, Inc.
95. White, D. (1954). Books before five. New York: Oxford University Press.
96. Whitehurst, G.J., & Lonigan, C.J. (1998). Child development and emergent literacy. Child Development, 69, 848-872.
97. Whitehurst, G.J., Epstein, J.N., Angell, A.L., & Payne, A.C. (1994). Outcomes of an emergent literacy intervention in Head Start. Journal of Educational Psychology, 86, 542-555.
98. Yaden, D.B., Jr. (1988). Understanding stories through repeated read-alouds: How many does it take? The Reading Teacher, 41, 556-560.
99. Yaden, D.B., Jr. (1993). Evaluating early literacy knowledge by analyzing children's responses in storybooks during home read-alouds. In A.Carrasquillo & C.Hedley (Eds.), Whole language and the bilingual learner (pp. 132-150). Norwood, NJ:Ablex.
100. Yaden, D.B., Jr. (1995, December). Complexity theory and parent-child storybook reading: Exploring the topology of conversation.. Paper presented at the annual meeting of the National Reading Conference, New Orleans, LA.
101. Yaden, D.B., Jr. (1999a). Reading disability and dynamical systems: When predictability implies pathology. In P.B.Mosenthal & D.Evensen (Eds.), Reconsidering the role of the reading clinic in a new age of literacy (pp. 293-323). Greenwich, CT: JAI Press.
102. Yaden, D.B., Jr. (1999b). Reconstructing the state space of parent-child storybook reading conversations: A synopsis. Unpublished manuscript, University of Southern California.
103. Yaden, D.B., Jr., Rowe, D.W., & MacGillivray, L. (2000). Emergent literacy: A polyphony of perspectives. In M.Katnil, P.D.Pearson, P.Mosenthal, & R.Barr (Eds.), Handbook of reading research (Vol. 3, pp. 425-454). Mahwah, NJ: Lawrence Erlbaum Associates.
104. Yaden, D.B., Jr., Smolkin, L.B., & Conlon, A. (1989). Preschoolers' questions about pictures, print conventions and story text during reading aloud at home. Reading Research Quarterly, 24(2), 189-214
105. Yaden, D.B., Jr., Smolkin, L.B., & MacGillivray, L. (1993). A psychogenetic perspective on children's understanding about letter associations during alphabet book reading. Journal of Reading Behavior, 25(1), 43-68.