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Theory into Practice | 4 |
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Reports - Descriptive | 4 |
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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

King, Martha L. – Theory into Practice, 1984
Language skills play an important role in learning. Teachers must understand how meanings are formed, why they are often difficult to communicate, and the importance of language in the formation and sharing of meaning. Various communication practices that inhibit or enhance the students' understanding of meaning are explored. (DF)
Descriptors: Child Language, Educational Environment, Elementary Education, Language Acquisition

Wells, Gordon; Wells, Jan – Theory into Practice, 1984
The way adults talk with children is important because different styles of interaction lead to different learning opportunities. Differences between child-parent linguistic interaction and child-teacher interactions are explored. Suggestions to help teachers interact more effectively are discussed. (DF)
Descriptors: Child Language, Language Acquisition, Learning Processes, Parent Child Relationship

Genishi, Celia – Theory into Practice, 1981
Researchers from several disciplines have contributed to the realization that context or social situation varies in regard to a child's language acquisition. Children acquire both linguistic competence, the unconscious understanding of grammatical rules, and communicative competence, the understanding that language is used differently in different…
Descriptors: Child Language, Cognitive Development, Communicative Competence (Languages), Cultural Context