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ERIC Number: ED340043
Record Type: Non-Journal
Publication Date: 1991-Aug
Pages: 58
Abstractor: N/A
Reference Count: N/A
Meaning Making: Longitudinal Aspects of Learning To Write.
Kroll, Linda R.
A longitudinal study investigated the development of children's writing over a 5-year period by examining how children use physical and symbolic representation systems that they have constructed to express meaning, how the meaning they intend is related to the social context and function of written language, and how this constructive process of literacy development is related to more general cognitive development. The study also demonstrates how the principles and methods of developmental psychology, including the method of critical exploration, can be used to research and understand how children's concepts of writing change. Participants in the study were four children from an entering kindergarten class (the study was completed in their fifth year of school) in a small, urban non-sectarian private school. Weekly classroom observations and interviews were made, and all journal writing over the entire 5 years plus most of the folder writing for the last 2 or 3 years was collected. Results outlined the detailed year-by-year development of the four children to show how they each confronted certain fundamental semantic issues in the differentiation of literary genres and the manifestation of part/whole coordination within the writing domain. Findings indicate that learning to make meaning in writing is a developmental issue that children begin to construct as soon as they begin to write. Results suggested that individual differences could be understood within the whole continuum of writing development, allowing for more effective instruction for individual children. (One table and 11 figures are included; 24 references are attached.) (PRA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A