{"id":{"repo_id":"purdue-thes","oai_identifier":"oai:docs.lib.purdue.edu:open_access_dissertations-2301"},"canonical_url":"https://search.dev.ndltd.org/etd/purdue-thes/oai:docs.lib.purdue.edu:open_access_dissertations-2301","repository":{"repo_id":"purdue-thes","name":"Purdue University","base_url":"https://docs.lib.purdue.edu/do/oai/"},"display":{"title":"FIRST GRADERS AS SENSITIVE SOCIAL PARTNERS AND SKILLED READERS","abstract":"This mixed methods dissertation is guided by a sociocultural framework and a pragmatist stance to contribute to early literacy scholarship about minority children. In particular, I explore the relationship between low socioeconomic status Puerto Rican children’s reading experience and their social cognition by: (1) assessing them through quantitative and qualitative measures that reveal their capacities in these areas at the end of their first grade year, and (2) documenting their reading experiences at home and at school through ethnographic qualitative methods. The analyses revealed significant positive correlations between the tests of reading and social understanding, a scarcity of conventional reading practices in the home, the predominance of a whole-class basal approach to reading in the classroom, and discrepant cross-methods findings regarding who qualifies as a reader and who has insights about the social world.","abstract_html":"This mixed methods dissertation is guided by a sociocultural framework and a pragmatist stance to contribute to early literacy scholarship about minority children. In particular, I explore the relationship between low socioeconomic status Puerto Rican children’s reading experience and their social cognition by: (1) assessing them through quantitative and qualitative measures that reveal their capacities in these areas at the end of their first grade year, and (2) documenting their reading experiences at home and at school through ethnographic qualitative methods. The analyses revealed significant positive correlations between the tests of reading and social understanding, a scarcity of conventional reading practices in the home, the predominance of a whole-class basal approach to reading in the classroom, and discrepant cross-methods findings regarding who qualifies as a reader and who has insights about the social world.","abstract_has_math":false,"creators":["Arvelo Alicea, Zaira R"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Curriculum & Instruction","degree_department":null,"school":null,"contributors":["Judith Lysaker","Janet Alsup","Susan Britsch","Panayota Mantzicopolous"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-01-01T08:00:00Z","date_published":"2015-01-01T08:00:00Z","updated_at":"2026-07-24T03:54:17Z","subjects":["picturebook","Puerto Rican","reading","social imagination","social understanding","theory of mind"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://docs.lib.purdue.edu/open_access_dissertations/1085","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Judith Lysaker","Janet Alsup","Susan Britsch","Panayota Mantzicopolous"]},{"key":"dc:creator","label":"Author","values":["Arvelo Alicea, Zaira R"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum & Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["picturebook","Puerto Rican","reading","social imagination","social understanding","theory of mind"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://docs.lib.purdue.edu/open_access_dissertations/1085"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This mixed methods dissertation is guided by a sociocultural framework and a pragmatist stance to contribute to early literacy scholarship about minority children. In particular, I explore the relationship between low socioeconomic status Puerto Rican children’s reading experience and their social cognition by: (1) assessing them through quantitative and qualitative measures that reveal their capacities in these areas at the end of their first grade year, and (2) documenting their reading experiences at home and at school through ethnographic qualitative methods. The analyses revealed significant positive correlations between the tests of reading and social understanding, a scarcity of conventional reading practices in the home, the predominance of a whole-class basal approach to reading in the classroom, and discrepant cross-methods findings regarding who qualifies as a reader and who has insights about the social world."]},{"key":"dc:title","label":"Title","values":["FIRST GRADERS AS SENSITIVE SOCIAL PARTNERS AND SKILLED READERS"]}]}],"canonical_facts":{"dc:contributor":["Judith Lysaker","Janet Alsup","Susan Britsch","Panayota Mantzicopolous"],"dc:creator":["Arvelo Alicea, Zaira R"],"dc:description.abstract":["This mixed methods dissertation is guided by a sociocultural framework and a pragmatist stance to contribute to early literacy scholarship about minority children. In particular, I explore the relationship between low socioeconomic status Puerto Rican children’s reading experience and their social cognition by: (1) assessing them through quantitative and qualitative measures that reveal their capacities in these areas at the end of their first grade year, and (2) documenting their reading experiences at home and at school through ethnographic qualitative methods. The analyses revealed significant positive correlations between the tests of reading and social understanding, a scarcity of conventional reading practices in the home, the predominance of a whole-class basal approach to reading in the classroom, and discrepant cross-methods findings regarding who qualifies as a reader and who has insights about the social world."],"dc:identifier":["https://docs.lib.purdue.edu/open_access_dissertations/1085"],"dc:subject":["picturebook","Puerto Rican","reading","social imagination","social understanding","theory of mind"],"dc:title":["FIRST GRADERS AS SENSITIVE SOCIAL PARTNERS AND SKILLED READERS"],"thesis:degree_discipline":["Curriculum & Instruction"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T03:54:17Z"}