What no bedtime story means: Narrative skills at home and school
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Across
____ Impacts how children take information in
Adults try to relate situations in the stories to read life _____
Trackton children heavily ____ non verbal and verbal language
Roadville parents tend to insist that children be read a story and that the children listen
The three communities differ in their patterns of ____ use.
Roadville children are ___ encouraged to move their understanding of books into other situational contexts.
Maintown children were expected to ____ questions about books.
Maintown parents tend to repeatedly practice routines which parallel those to the ___ interaction.
Trackton children are surrounded in an almost ___ world.
Roadville students are able to answer questions about the story, but they are rarely able to take knowledge in one context and ___ it to another.
Down
The bedtime story reading is a type of ___event.
Maintown parents socialize their ____ into a literacy orientation.
What no _____ story means: Narrative skills at home and school.
When Trackton children go to school, they face unfamiliar types of questions which ask for what-_____
When Trackton children go to school, they face unfamiliar types of ___
Trackton households were different in that there are no __ materials especially for children.
In Trackton households ___ do not sit and read to children.
Maintown children are expected to ___ attention to books and information derived from books.
Roadville book reading time focuses on letters of the alphabet, numbers and __ of basic items in picture books.
The surname of the ethnographer who studied the three communities - Shirley Brice ___
All three communities place a ___ value on success in schools.
Trackton adults view children as "___", that they will learn by observing the world around them. Parent do not believe they have a tutoring role in their learning
WORD LIST:
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