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Wiseman, Donna; Watson, Dorothy – Language Arts, 1980
Presents examples to substantiate the observation that children experiment with and benefit from writing long before they receive formal instruction, and suggests ways for parents and teachers to avoid obstructing this natural and healthy tendency. (HTH)
Descriptors: Child Language, Early Childhood Education, Experiential Learning, Prior Learning

Nystrand, Martin; Himley, Margaret – Theory into Practice, 1984
The nature of meaning as it is developed through interaction between individuals is explored in a discussion of how writers lead readers to understand a text. (DF)
Descriptors: Child Language, Communication Skills, Discourse Analysis, Primary Education

Tolchinsky-Landsmann, Liliana; Levin, Iris – Applied Psycholinguistics, 1985
Describes a study which explored developmental changes in preschoolers' knowledge of the writing system. The children were asked to write four utterances without knowing the purpose of the request and without additional explanations. The purpose was to determine how early children's graphic responses in decontextualized situations have features of…
Descriptors: Child Development, Child Language, Cognitive Development, Developmental Tasks

Hipple, Marjorie L. – Language Arts, 1985
Discusses efforts at teaching children in kindergarten how to write, indicating that emergent readers can indeed write with scribbles, random letters, numerals, and sometimes words. Discusses their dictation, journal content, writing stages, and developmental trends. (HTH)
Descriptors: Child Language, Developmental Stages, Emergent Literacy, Kindergarten

Dyson, Anne Haas – Research in the Teaching of English, 1988
Offers an interpretive frame for viewing children's growth as creators of imaginative worlds. Suggests that writing development depends not only on children's discovery of cognitive and linguistic strategies but on children's discovery that writing can help authors create coherence in their worlds beyond texts. (MS)
Descriptors: Child Development, Child Language, Childrens Art, Elementary Education

Hubbard, Ruth – Language Arts, 1985
Explores the patterns in children's talk about their writing, by means of transcribed conversations during daily writing/sharing sessions in a first grade classroom. Discusses the importance of this kind of talk. (HTH)
Descriptors: Child Language, Grade 1, Language Acquisition, Language Arts

Heald-Taylor, B. Gail – Reading Teacher, 1984
Reports on a recent study of first grade writing efforts that confirms the importance of scribble in the writing process when it is an accepted language behavior in the classroom. (FL)
Descriptors: Child Language, Grade 1, Language Usage, Primary Education
Wilson, Lorraine – Australian Journal of Reading, 1986
Claims that the term "process writing" is used indiscriminately to describe both the naturalistic approach to learning how to write and the process of selecting a topic, drafting, conferencing, and publishing. Suggests that writing to publish should not be the only writing children do. (SRT)
Descriptors: Child Language, Elementary Education, Language Acquisition, Letters (Correspondence)

Nikola-Lisa, W. – Language Arts, 1997
Explores (from the point of view of the writer, a children's author) one aspect of learning about language that is present in the picture books he writes: the relation between sound and sense. (SR)
Descriptors: Authors, Child Language, Childrens Literature, Elementary Education

Dyson, Anne Haas – Research in the Teaching of English, 1986
Examines the meanings young children express in talk, pictures, and written text, focusing on the integration of the three. Findings illustrate children's exploration of imagined worlds through drawing and talk and the potential problems children face in transferring those worlds to text. (SRT)
Descriptors: Child Language, Freehand Drawing, Integrated Activities, Primary Education

Chapman, Diane L. – Language Arts, 1985
Describes a two-day residence in a fifth- and sixth-grade classroom of poet Arnold Adoff. Presents his interaction with five students as they struggle with their poetry writing. (HTH)
Descriptors: Authors, Case Studies, Child Language, Elementary Education

Goodman, Kenneth; Goodman, Yetta – Language Arts, 1983
Describes the interrelationship of reading and writing and proposes a full-school program for reading and writing development that builds on the full range of personal use of written language. (JL)
Descriptors: Child Development, Child Language, Language Acquisition, Language Skills

Fox, Barry – Language Arts, 1985
Describes the growing autonomy of three young siblings as they wrote in the poetic function over a five-year period. Includes samples of the children's poetry. (HTH)
Descriptors: Case Studies, Child Development, Child Language, Elementary Education

Dyson, Anne Haas – Language Arts, 1985
Highlights children as a source of information about curriculum development. Observes how and why some first grade children write, and how this may affect teachers' instructional assumptions. (HTH)
Descriptors: Child Language, Curriculum Development, Grade 1, Language Arts

Long, Roberta; Bulgarella, Laurie – Language Arts, 1985
Discusses what a spontaneously formed group of three children thought and did as they composed a story together. The observations focus on the whole writing process. (HTH)
Descriptors: Case Studies, Child Language, Cooperation, Discourse Analysis
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