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ERIC Number: ED258135
Record Type: Non-Journal
Publication Date: 1984
Pages: 331
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Reading and Writing in School-Age Children: A Developmental View.
Langer, Judith A.
The reading/writing project described in this document examined the basic cognitive activities children engage in when reading and writing, involved 67 children from grades 3, 6, and 9, and addressed these questions: Since reading and writing both involve the development of meaning, is there a common language core, or routines, that children systematically use when they are reading and writing? How do these routines interrelate with one another? and, How do these routines grow in scope and complexity from grade 3 to grade 9? The chapters deal with the following topics: an introduction to language and reasoning; children's experience of reading and writing; parents', teachers', and students' views on literacy; children's sense of genre; the elaboration of ideas in story and report; making meaning while reading and writing; and students' awareness of what they do while reading and writing. The summary includes findings indicating that reading and writing tap similar processes and show strong correlations in the cognitive strategies called upon, and that across the school years children develop growing control of the linguistic and communicative forms, along with an enhanced awareness of the representational properties of their own interpretations and the meanings they symbolize. This document contains extensive tables and eight pages of references. Appendices include the following: (1) samples of reading materials used with the children; (2) aids for analyzing the structure of the readings and children's construction of meaning; (3) supplementary tables; and (4) the effect of childrens' mode differences (verbalized or retrospective). (EL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Council of Teachers of English, Urbana, IL. Research Foundation.; National Inst. of Education (ED), Washington, DC.
Authoring Institution: N/A