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| Reading Research and… | 3 |
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Peer reviewedKraker, Myra J. – Reading Research and Instruction, 1993
Considers awareness, form, and use of notation by normally achieving and school-identified learning-disabled first-grade students. Finds that young normally achieving children spontaneously recorded and organized information, whereas learning-disabled children were more tentative in the use of notation. Suggests that the performance of…
Descriptors: Beginning Writing, Developmental Stages, Grade 1, Learning Disabilities
Peer reviewedBradley, Darcy H. – Reading Research and Instruction, 2001
Explores the understandings, performances and perceptions young writers have about writing. Suggests that young writers are capable of understanding and using complex aspects of the writing process often associated with more experienced writers, and are influenced by what teachers' writing instruction emphasizes. (SG)
Descriptors: Beginning Writing, Case Studies, Grade 1, Primary Education
Peer reviewedShapiro, Jon; Gunderson, Lee – Reading Research and Instruction, 1988
Study compares the vocabulary generated from writing samples of 52 first-grade children in two whole language classrooms with vocabulary contained in the basal reader program. Concludes that whole language instruction does not limit children's exposure to systematic repetition of important vocabulary. (MM)
Descriptors: Basal Reading, Beginning Reading, Beginning Writing, Grade 1
