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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
Peer reviewed Peer reviewed
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
Peer reviewed Peer reviewed
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
Peer reviewed Peer reviewed
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
Peer reviewed Peer reviewed
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
Peer reviewed Peer reviewed
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
Peer reviewed Peer reviewed
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
Peer reviewed Peer reviewed
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
Peer reviewed Peer reviewed
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
Peer reviewed Peer reviewed
Language Arts, 1984
Presents observations on the effects of a word processing program developed for first-grade students. Focuses on the composing and transcribing abilities of six students, representing the range of abilities in the class. (HTH)
Descriptors: Case Studies, Child Language, Computer Assisted Instruction, Computer Software
Peer reviewed Peer reviewed
Smith, Frank – Language Arts, 1983
Argues that the specialized knowledge that writing demands can only be acquired through a particular kind of reading. Illustrates how this kind of reading occurs and considers ways teachers can facilitate such learning. (JL)
Descriptors: Child Language, Educational Environment, Elementary Education, Language Acquisition
Peer reviewed Peer reviewed
Newkirk, Thomas – Language Arts, 1984
Disproves two assumptions about the development of written language by examining the spontaneous writing of a young child. Expounded primarily by James Britton and associates, the assumptions are (1) children's early writing is relatively undifferentiated in function, and (2) the primary starting point for young writers is writing stories. (HTH)
Descriptors: Case Studies, Child Language, Developmental Stages, Language Acquisition
Peer reviewed Peer reviewed
Dyson, Anne Haas – Language Arts, 1981
Explores the transition of several children from spoken language to beginning writing. (HTH)
Descriptors: Beginning Writing, Child Language, Kindergarten Children, Language Skills
Peer reviewed Peer reviewed
Dyson, Anne Haas; Genishi, Celia – Language Arts, 1982
Presents case studies of two first-grade children, examining their writing as a linguistic and social process that involves the child in an exploration of both oral and written language within the social context of the classroom. (HTH)
Descriptors: Case Studies, Child Language, Classroom Environment, Cognitive Processes
Peer reviewed Peer reviewed
Mikkelsen, Nina – Language Arts, 1987
Records the progress of an educationally disadvantaged immigrant child in a literacy workshop for fifth graders, including the teacher's observations of what the child read and wrote. Claims that writing requires more attention in the classroom to help children develop a coherent mental picture of themselves and their place in the world. (JD)
Descriptors: Child Language, Discovery Learning, Discovery Processes, Educational Research
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