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ERIC Number: EJ776652
Record Type: Journal
Publication Date: 2007-Sep
Pages: 11
Abstractor: Author
Reference Count: 23
ISSN: ISSN-0360-9170
The Ties that Bind: Emergent Literacy and Scientific Inquiry
Whitin, Phyllis
Language Arts, v85 n1 p20-30 Sep 2007
This study describes one kindergarten classroom in which informational books and other nonfiction resources were used in the context of a long-term scientific study. Children became proficient in locating information and interpreting content-specific textual features in the process of making sense of their scientific observations and sharing them in a collaborative community. In turn, they expressed their growing knowledge through informational writing and visual representations. The evolving social dynamics of the classroom played a key role in the children's learning. (Contains 5 figures.)
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A