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Archive with last of tag-string Q16


3V136801 Tri-color Ribbon (10/21/81)

Lately I purchased a recording “The Uprising of 1916,” and we have played it occasionally. One pretty song has the refrain “all around my heart I wear a tri-colored ribbon-oh.” Peg has begun singing the song also.

We drove down town this day and somehow or other Peggy brought up this line to our conversation — perhaps that she would get a tri-colored ribbon when she was 10. She then explained that first you get a tri-colored ribbon and then a heart. I asked her if she had a heart and she replied, “No, not yet. I’ll get one when I am nine.” She then averred that Miriam had no heart yet because she was only ten, not yet nine…. Lots of bizarre confusions here…


3V1380.01 Drawing and Writing (11/2/81)

Peggy has made many drawings lately, of which I have saved a large number, writing down her explanations as made and dating them. This is a small but important collection for documenting Peggy’s developing command of writing.

On this day, Peggy wrote a “message” on one piece of paper, showed it to me (of course, I applauded her work, her writing) and she remarked, “I can’t write it with letters. I can write it with teeth.”

Later on this month — perhaps at my request — Peggy began writing words. The first was a list of computer programs she used. Later, Peggy has begun writing words of her own choosing – for example “door knob” and “refrigerator.” It appears to be the case that Peggy is learning to read and write synchronously through her computer experiences.
Later added note: I must try to document both her reading and writing (or keying) as best I can on videotape soon. Probably today, (12/6/81) P202.


3V1409.02 Doing School Work (12/1/81)

As Robby and Miriam worked at completing their second Calvert Text, Peggy decided she too should do school work when they did. Consequently, she found (or was given) a work book and was given a set of crayons which she applied there to. She even remarked to Gretchen at one point that having finished her history, she was going to do her science.


3V1414.01 Review of collapse of the Peggy study’s naturalistic observation (12/6/81)

Our study of Peggy fell apart in August. Gretchen was overwhelmed by caring for the new baby and her other obligations. I prepared lectures for NYAS and San Diego, then took Robby with me on a three week tour. After my return, we have only insignificant scratchings.

If we begin again as of December 1st, we have a four month hiatus in the anecdotal materials of the study. The notes below are a very belated attempt to reconstruct a few incidents from memory and phrases on our blackboard.


3V1415.01 Reading Vocabulary (12/7/81)

In P202, I gave Peggy her first “reading test.” She showed clearly that she recognized -in their very specific contexts- these words(19) :
RECALL (by keying it)
RECALLING (by contrast of the display screen)
READING (on display screen, shares “ing” with recalling)
BLOCKS (on tape cassette, keying, and on prompt card)
RECALL (on spelling, prompt card)
EYE & FACE: names of two procedures she created days ago with ZOOM interface.
Up, DOWN, GREEN (didn’t parse as two different words, “paint green”), SUN PONY, CAR, GIRL, ZOOM, ZAP, HALT (two tries) RED (in paint red), BLACK (same) BOY, JET

Peggy can “read” at least 19 words — in a very specific context. Her confusions were equally revealing. Color coding “MOVE” = “UP” (both are green) and “BACKUP” = “DOWN”. “Paint White” = BLACK. (another meaning for a two word card which is not paint green — she initially guessed “red”)

When she claimed to know a word and I requested justification, she responded by saying the spelling proved what it was (even when she got the word wrong and read letters one-by-one from the card.)


3V1416.01 A Big Penny and a Little One (12/8/81)

We went to Boston this day for a pre-Christmas visit. Rob hung around LCSI with me. Miriam took Peggy over to the Childrens Museum. Late in the day, the kids were going out with Greg to buy sodas and Peggy — of course — wanted to bring some Regal Crowns. She was distressed because everyone was dressed to leave and she had no money. She came crying to me asking for two pennies to buy Regal Crowns. “I need two pennies to buy my Regal Crowns, a big penny (by which she meant a quarter) and a little penny (by which she meant a dime.)


3V1420.01 Turn” vs. “Truck” (12/12/81)

Peggy played with BEACH world, put a ZOOMing SUN in the sky and so forth. She had some figures on a screen — I believe a ZOOMing MOON which she wanted to have move in the opposite sense. When she asked how to do it, I told her to look for the TURN card as I left the room, remarking that it started with a letter “T”. While I was on the phone, Peggy raised the cry from the living room, “Dad, TURN doesn’t work. It gave me a truck.”


3V1421.01 Reading Test (in P203/K27) (12/13/81)

In P203/K27 (which began with Peggy’s first captured dance), I gave Peggy a reading test based on two groups of words — the first from her reading of books; the second from her computer experiences. From the first group of words she recognized only “NO.” (Gretchen has been reading her “The Quiet-Noisy Book” — which makes much of the word “NO.”) and “Peggy” (which she first read as “GREEN”; she declared it Peggy only after I pushed her to justify her decision and she said “P,E,G,G,Y… Peggy.” The other words, some of which I expected her to recognize were [STOP, BANG, RING, SCURRY, CRACK, LAWLER, DING, BY].
Of the 27 computer experience words, Peggy recognized 13 and failed to recognize 14.


Not Recognized: READING (OK on the computer), DOWN, QUILT, BLACK, HALT, BOY (She noted yesterday this word was a man, which was her interpretation.) INSTRUCTIONS, CITY, FACE, EYE [“face”], PIG (she could not read the word, but when I asked is she could spell PIG, she looked at the Apple and responded “P, I, G”…she can write it but not read it yet). RT, RODS, PICK

What do I make of this ? Some words are stable and over learned. Examples are : ZOOM, SUN, CAR, RECALL. Other words are recognizable but not stable, e.g. SHOOT, BLACK, EYE. One can expect that this transient reading vocabulary will either be stabilized by frequent use or will be forgotten – reduced to confusion with other more dominant words.

At this point, Peggy;s word recognition is not principled. She is not entirely (or even much) sensitive to letter order as a word discriminator, i.e. she should be expected to regularly confuse words such as TRAP and TARP and even couples such as DOG and GOD. On the other hand, she is strongly committed to a left right, letter at a time “reading” and justification.

It is not the case that Peggy is a “reader.” she is however, a “word at a time recognizer” and is in the process of building up the specific atoms of alphabetic language knowledge from which she will be later able to make phonological generalizations and orthographics discriminations.


3V1425.01 Singing: [If all the young girls were hares on the mountain…] (12/17/81)

Peggy and I home and alone today. I heard Peggy singing to herself as she worked on something (her Donald Duck Puzzle, I think), “All the young girls…are mountains… and hares… all the young girls…like mountains… and hares…” Bob had played the Makem & Clancey record, [with the song] “If all the young girls were like Hares on the Mountain” just the other night.”


3V1425.02 Writing: sending a letter through the mail

I have been doing my Christmas Cards. After a while, Peggy brought the piano bench over to the typewriter because she wanted to write a letter. She typed several lines on a piece of paper (I don;t remember what she said they meant — it was nothing straightforward and it was not a Christmas greeting) and pestered me for an envelope, which I finally got for her when I finished feeding Kate.

When I went out for the mail, Peggy followed me with her letter which she wanted to put in the mailbox for the mailman to deliver. I told her she had to say on the envelope who it was for, so the mailman would know where to take it. She looked exaggeratedly abashed and came inside. Grabbing a purple crayon, she asked me to spell “Margaret.” I told her then reminded her she should also say “From Peggy.” which she did. We got into the car, as I was going out to the Naborhood store for milk and on th way back, Peggy put her letter in the Maguire’s mailbox. [Later, when Billy called for Robby, I explained to him what that mysterious letter was, since I don’t think they could have deciphered the envelope.]

I forgot to mention above the apparent motivation for all this was stamps. I had asked Peggy not to fiddle with the stamps please, but she could play with the Christmas Seals, of which I had a good sized sheet. She thereupon asked if she could make a letter and put some stamps [seals] on it, and I said yes.. She took the sheet into the living room and carefully ripped most of the stamps apart. When it came to sealing her envelope, however, she apparently licked the stamp until all the glue was gone and it would not hold. I had her bring another seal and showed her how to do it.

Observations of her writing:
M is a vague snakey wiggle
P apparently comes out upside down
E looks standard, although sometimes it has four cross pieces.
R is made firmly, a circle first, then two legs.

In writing “MARGARET FROM PEGGY’ she did not ask how to make any of the letters.


3V1425.03 Puzzle: Donald Duck (12/17/81)

Putting together a 48 piece Donald Duck puzzle has been one of Peggy’s main entertainments lately. At first she would simply grab a piece, wave it around, and ask, “Where does this go?” Someone would help her, and we would try to give her good tips — do the outside first, look at the picture, try to match pieces to the picture… Within a couple of days, she would place pieces quite well on her own, although she would still hold up a piece and ask “Where does this go?” Frequently she would then place it herself before anyone could answer her, or indeed even tell what piece she had. Within a week, she could do the entire puzzle herself in a relatively short time and ceased to ask at all for advice.
NB. This puzzle was given to Peg in mid September.


Peggy Study, Panel P193

Themes: Social Interaction, TI-Logo Issues, Sharing & Counting
Source: (Lawler); date:

Text commentary: These clips focus on Miriam and Peggy playing “together”; they revolve around a set of blocks purchased on a joint visit to the Boston Children’s Museum; also a TI-Logo session raises issues in child interaction with computers. Counting naturally arises in the context of sharing and trading blocks.

P193A1 TI-Logo Dummy? 14mb

P193A2 Logo Wipe Out, 15mb

P193B1 Distributing Blocks, 26mb

P193B2 Blocks with Miriam, 22mb

P193B3 Blocks and Towers, 12mb

P193B4 Towers and Walls, 24mb

P193B5 Castles & Walls, 20mb

P193B6 Castles & Walls, 18mb


Peggy Study, Panel P203

Themes: Language Development, Object Exploration, Social Interaction
Source: (Lawler); date: 12/13/1981

Text commentary: These clips show ??; Why important ??

P203A1 Dancing, 8mb

P203A2 Comments on Dancing, 2mb

P203B1 Recognizing Printed Words, 23mb

P203B2 Recognizing Printed Words, 25mb

P203C 1-1 Correspondence, 23mb

P203D Standard Objects + Kate, 24mb

P203E Bob Plays With Katy, 13mb

P203F Cuisenaire Rods, 11mb

P203G Katy Handles a Rod, 11mb

P203H Other Words? 4mb

P203I Building a High Tower, 11mb

P203J Juggling, 5mb