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ERIC Number: EJ603106
Record Type: Journal
Publication Date: 2000
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0886-0246
Know-It-Alls, Identifiers, Defenders, and Solidifiers (KIDS): Examining Interpretive Authority within Literacy Events.
Flint, Amy Seely
Reading Research and Instruction, v39 n2 p119-34 Win 2000
Examines the nature and influence of interpretive authority (which suggests that participants in literacy events have authority to determine whether responses shared by others are acceptable) on the meaning construction process for six fourth-grade readers. Finds interpretive authority is flexible and shifts among participants depending on how literacy events are constituted in the classroom setting. (NH)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A