This study examined the effects of receiving multiple intervention services on the language, literacy, and general development of preschool children from low-income families. By employing a hierarchical linear model on a sample of 1436 children, developmental outcomes of four-year-old children receiving varying numbers of intervention services…

Recounts an incident illustrating a child's development of communication skills and offers suggestions for parents to help facilitate that development. (HTH)

Argues that the process of learning to write should be recognized as a process of learning how to construct different kinds of written texts, each representing a different way of making meaning. (HOD)

A study examined how children's understanding and use of written language and graphic/constructive art are embedded in the social world of their classrooms and how they explore the potential of communication systems (specifically, what socio-psychological strategies they use). Subjects were 21 3- and 4-year-old children of faculty and staff at a…

Forty-eight children, equally divided among three-, four-, and five-year-old groups, were subjects in a study that explored the development and interrelationships among several facets of writing knowledge and reading readiness skills. Three categories of tasks were administered: knowledge of functions, knowledge of forms, and reading readiness…

Presenting a longitudinal study of factors influencing the text-forming strategies children employ in early stages of writing development, this report focuses on the differences between children's oral and written texts and the development of writing ability. The first two chapters present cohesion results, with the first chapter providing…

Summarizes and updates original study done on reading and writing development of a preschool child. (SRT)

A study examined the transition from dependent writing (dictation) to independent writing for 40 first grade students. Specifically, the study investigated (1) how, in terms of common quantitative language units (mean words per t-unit, mean number of dependent clauses, words per maze, mean number of dependent clauses per t-unit, and length in…

The reflections and theses on preschool children's literacy development presented in this book are the result of an experimental project carried out in Buenos Aires from 1974 to 1976. Chapter 1 discusses the educational situation in Latin America, traditional methods of reading instruction, contemporary psycholinguistics, the pertinence of…

An examination of writing readiness (the state of being ready to write with a reasonable chance of success) across grade levels has revealed some developmental stages involved in writing and has indicated the role of intention in writing. The analysis has begun at grade two, since younger children's writing is greatly affected by their…

To determine how children develop schema for text that include increasing sensitivity to text types, text categories, orthographic conventions in words, conventional story beginnings and endings, and text cohesive ties, a study examined the writing of four kindergarten children. The kindergarten had adopted a process-conference approach to writing…

Stressing the importance of understanding child development, this paper first describes the writing of several children in a kindergarten class who represent various levels of emerging literacy. Based on the descriptions of classroom activities, the paper argues that with a developmental perspective the teacher can build instruction on what the…