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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 8 results
On Saying It Right (Write): "Fix-Its" in the Foundations of Learning to Write
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Dyson, Anne Haas – Research in the Teaching of English, 2006
The basics of child writing, as traditionally conceived, involve "neutral" conventions for organizing and encoding language. This "basic" notion of a solid foundation for child writing is itself situated in a fluid world of cultural and linguistic diversity and rapidly changing literacy practices. In this paper, I aim to theorize and problematize…
Descriptors: Grade 1, Ideology, Urban Schools, Ethnography
On Reframing Children's Words: The Perils, Promises, and Pleasures of Writing Children.
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Dyson, Anne Haas – Research in the Teaching of English, 2000
Considers the importance of materials from popular culture in children's literate activities. Emphasizes the dynamic ways in which children adapt symbols from popular culture for their own academic and social purposes. Argues for the need to view popular culture more respectfully. (NH)
Descriptors: Childrens Writing, Cultural Literacy, Elementary Education, Media Literacy
Coach Bombay's Kids Learn to Write: Children's Appropriation of Media Materials for School Literacy.
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Dyson, Anne Haas – Research in the Teaching of English, 1999
Examines the "whats" and "hows" of first-grade urban children's appropriation of sports and sports-related media material for participation in unofficial peer worlds and official academic ones. Reveals the potential hybrid nature of even the earliest of children's written texts. Suggests that learning to write involves work of the imagination on…
Descriptors: Athletics, Ethnography, Grade 1, Media Adaptation
Negotiating among Multiple Worlds: The Space/Time Dimensions of Young Children's Composing.
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Dyson, Anne Haas – Research in the Teaching of English, 1988
Offers an interpretive frame for viewing children's growth as creators of imaginative worlds. Suggests that writing development depends not only on children's discovery of cognitive and linguistic strategies but on children's discovery that writing can help authors create coherence in their worlds beyond texts. (MS)
Descriptors: Child Development, Child Language, Childrens Art, Elementary Education
Transitions and Tensions: Interrelationship between the Drawing, Talking, and Dictating of Young Children.
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Dyson, Anne Haas – Research in the Teaching of English, 1986
Examines the meanings young children express in talk, pictures, and written text, focusing on the integration of the three. Findings illustrate children's exploration of imagined worlds through drawing and talk and the potential problems children face in transferring those worlds to text. (SRT)
Descriptors: Child Language, Freehand Drawing, Integrated Activities, Primary Education
Learning to Write/Learning to Do School: Emergent Writers' Interpretations of School Literacy Tasks.
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Dyson, Anne Haas – Research in the Teaching of English, 1984
Based on data gathered in a participant observation project that focused on young children's behaviors during school structured literacy tasks, a study examined the relationship between learning to write and learning to perform school writing tasks. (HOD)
Descriptors: Behavior Patterns, Case Studies, Classroom Environment, Classroom Observation Techniques
The Role of Oral Language in Early Writing Processes.
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Dyson, Anne Haas – Research in the Teaching of English, 1983
Examines kindergarten children's use of talk during writing to draw inferences regarding how children use speech to make sense of written language. (HOD)
Descriptors: Classroom Observation Techniques, Kindergarten Children, Language Acquisition, Oral Language
Viewpoints: The Word and the World--Reconceptualizing Written Language Development or Do Rainbows Mean a Lot to Little Girls?
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Dyson, Anne Haas – Research in the Teaching of English, 1991
Suggests five principles that characterize written language development: the establishment of equivalences; exploration and orchestration of the system; reliance on shifting relationships of form and function; differentiation and integration of symbolic functions; and participation in social dialogue. Discusses implications of this viewpoint for…
Descriptors: Elementary Education, Language Acquisition, Literacy, Written Language