ERIC Number: ED234413
Record Type: RIE
Publication Date: 1983-Feb
Reference Count: 0
The Young Child as Writer-Reader, and Informant. Final Report.
Harste, Jerome C.; And Others
The second of a two-volume report, this document focuses on the study of written language growth and development among 3-, 4-, 5-, and 6-year-old children. The first section of the report introduces the program of research by examining its methodological and conceptual contexts. The second section provides illustrative and alternative looks at the young child as writer-reader and reader-writer, highlighting key transactions in literacy and literacy learning. The third section pulls together and identifies how the researchers' thinking about literacy and literacy learning changed as a result of their research and offers an evolving model of key processes involved in literacy learning. The fourth section comprises a series of papers dealing with the spelling process, children's writing development as seen in letters, rereading, and the role of literature in the language pool of children. The fifth section contains taxonomies developed for studying the surface texts created by children in the study. Extensive references are included, and an addendum includes examples of task sequence and researcher script, "sample characteristics" charts, and sample characteristics summary statements. (FL)
Descriptors: Child Development, Child Language, Educational Theories, Integrated Activities, Language Research, Learning Theories, Linguistic Theory, Preschool Education, Primary Education, Reading Instruction, Reading Skills, Sociolinguistics, Spelling, Writing Instruction, Writing Research, Writing Skills, Written Language
Publication Type: Reports - Research
Education Level: N/A
Audience: Practitioners; Researchers
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Indiana Univ., Bloomington. Dept. of Language Education.
Identifiers: Reading Writing Relationship
Note: For related document, see ED 213 041. Several pages may be marginally legible.