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    132 views6 pages

    Lester L

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    © All Rights Reserved
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    Lester L. Laminack pio “Possibilities, Daddy, I think it says possibilities”: A father’s journal of the emergence of literacy Laminack, who teaches under- graduate and graduate courses in early childhood education and reading language arts at Western Carolina University, Qullowhee, has kept a journal of his son's literacy development since he was 13 months old. 536 ctually it said North: American Van Lines. The text, printed on the side of an 18-wheel moving vam, was two Jarge interlocking circles with an enormous. white arrow running through the center. 1 thought the truck would serve ay the: context thet would overshadow the graphic cues, but was mistaken. As we pulled alongside the ‘moving van at a traffic light my 24-year-old son Zachary pointed to the truck and asked, “Whats that say on that big: truck?" re- sponded that 1 couldn't read it because | was riving and asked him to read it for me. He paused, looking-at the truck for a few seconds then straight ahead as if watching the traffic The Reading Teacher April 1990 when out of nowhere he nnounced, “Possbilides, daddy, 1 think it says possibi TEnow that must have hadi puzzled look on my face because at that moment 1 could see absolutely no connection between North Amer cl =possibilties” However, 1 knew: that T needed to be postive and supportive of his atempt so I said, “Very food buddy, thas for reading the track for sme? Teouldat be more specific and T wasn't She how io respond in # way that would reine force whatever strategy he was attempting to employ. 1 did-not want 10 seinforce logical misconceptions eities, bur T had discovered Catlier that Zachary's responses tended to ‘make sense, even (0 the adult, when I could {get at his perspective. Since inthis situation I ould not connect with his perspective, 1 chose. to be positive even though somewhat ‘Vague in my Tespanse- PE teaaPtnr of tie creing or meio eal. ize why Zachary had responded “possibili- ties" When it came together I was relicved thal 1 had not tried to “clarify” with some feedback for him. Smith (1983) notes that although feedback is an essential part of all learning, it can core too soon or too often. Smith's point, as Tinterpret it, is thatin becoming 8 feat the CRI etme 10 ‘Sepend on his or her Knowledge of Tanga ‘Sepend on his or her Knowledge of Tanguige And innate need for things to make sense. Ibis this abilgy tha will enable the child to be- come selfemonitoring. As Smith (1983) pus it, "Tolne of the beautiful advantages of read- ing sense js that it provides its own feedback; errors become self-evident” (. 34. Zachary’s response was tied to television sdvdzteetents costal to ite Ue tee in and use a Mastercard via repeated

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