ERIC Number: ED233389
Record Type: RIE
Publication Date: 1983
Reference Count: 0
Writing Growth in Young Children: What We Are Learning from Research. The Talking and Writing Series, K-12: Successful Classroom Practices.
Prepared as part of a series applying recent research in oral and written communication instruction to classroom practice, this booklet describes several classroom-based studies that have examined children's writing development and synthesizes what they have shown about the process. The first section of the booklet analyzes the term "writing development"; presents a model of literacy acquisition and use devised by J.C. Harste, C.L. Burke, and V. Woodard; and discusses the work of D.H. Graves and his associates in this area. The second section discusses children's transition from oral to written language and reviews the research conducted by M.L. King and V.M. Rentel. The third section examines how written language growth is related to teaching and discusses King's, Rentel's, and Graves' findings on instructional approaches and S. Sowers's work with the concept of scaffolding. (FL)
Descriptors: Basic Skills, Child Development, Child Language, Classroom Research, Developmental Stages, Elementary Education, Language Acquisition, Language Experience Approach, Language Skills, Language Usage, Models, Oral Language, Writing Instruction, Writing Processes, Writing Research, Writing Skills
Publication Type: Information Analyses
Education Level: N/A
Audience: Teachers; Administrators; Practitioners
Sponsor: Department of Education, Washington, DC. Basic Skills Improvement Program.
Authoring Institution: Dingle Associates, Inc., Washington, DC.
Identifiers: Theory Practice Relationship