Lists 12 parallel skills in drawing and writing, including the fact that drawing can reproduce aesthetic forms while writing can copy letters and letter groups. (DF)

Relates some of the observations made of a kindergarten classroom over a two-year period in which teachers simulated as many conditions as possible with respect to a natural "learning-how-to-write" situation. (HOD)

Sets forth educational inferences drawn from a classroom incident involving a first-grade child and her first story writing experience. (FL)

Explores how children become oriented to literacy and how their perceptions of the purpose of print develop as they move toward becoming more fluent users of print. (DF)

Presents three teachers' anecdotes concerning relinquishing control of the learning situation to the students: seeing through a child's eyes, letting a child write longer pieces with invented spelling rather than being concerned with neatness, and letting students select and interpret poetry instead of teachers doing it for them. (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)

Explores the consequences of not developing competence in oral forms of the second language, which is the intermediate step in the recommended sequence of bilingual literacy development. (JK)

Suggests that reading and writing are not only language competencies displayed in literacy or literature but that they are the sites for analysis in emergent literacies. (DF)

Offers a variety of practical writing ideas that can help first-grade teachers encourage writing across the curriculum. (FL)

With practical applications for parents and teachers, this book uses diary entries, tape recordings, and videotapes made by the child's mother from a researcher's perspective to chronicle a child's reading and writing development from birth to age three. The introduction provides an overview of how children learn to talk, read, and write;…

Based on a seminal classroom research project directed by Dr. Donald Graves, as well as on the experiences of numerous children, teachers, parents, and researchers around the world, this book shows what can happen when teachers and parents realize that every child can write. Although the book is the result of a collaboration, the two authors have…

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…

Describes the effects of one community's concept of readiness for school on children in a kindergarten class. Of particular interest was the effect on children's understanding of their roles as students. The concept of readiness provided the framework for instructional activities and helped parents understand their children's roles as students.…

Intended for parents and teachers who are interested in the approximate level at which their primary school-age children should be writing, this document describes the type of writing children at each age can produce and how they go about producing it. An introduction makes this point and offers a set of writing process terms to describe…

Defining emergent as the process of becoming and literacy as the interrelatedness of reading and writing in young children's development, this paper reviews emergent literacy research and relates it to beginning reading and writing instruction. The first section of the paper describes the social and linguistic contexts for literacy, reviewing…