Observations of spontaneous behaviors and comments of one child pertinent to emergent literacy are reported. The following areas are addressed: letter/numeral naming; the meaning of print; the communicative function of print; conception of meaning-units or words; language games; awareness of the sound of language; and the relationship between…

Offers four ideas for students to share their writing. Suggests that providing time and ways for children to share gives their writing purpose and direction. (MG)

Examines collaborative writing and the importance of children's talk as they write. Provides several examples of children's dialogues during collaborative writing and role-playing sessions. (MM)

Considers awareness, form, and use of notation by normally achieving and school-identified learning-disabled first-grade students. Finds that young normally achieving children spontaneously recorded and organized information, whereas learning-disabled children were more tentative in the use of notation. Suggests that the performance of…

Explores the understandings, performances and perceptions young writers have about writing. Suggests that young writers are capable of understanding and using complex aspects of the writing process often associated with more experienced writers, and are influenced by what teachers' writing instruction emphasizes. (SG)

Teachers can help parents foster emerging literacy skills in their preschool children in a way that is developmentally appropriate and fun: by collaborating to develop their child's lifelong love of reading and writing. Incorporating selected teacher-tested activities from the popular book "More Than Letters," this accessible guide…

This article is based on the findings of a study which examined the literacy and numeracy pathways for a group of 65 children in the year prior to school entry in Victoria, Australia. The article will discuss key features of the home and community pathways for literacy and numeracy development and learning which were identified in the study. In…

In this book, Ann Browne draws on research findings and good practice to provide practical and guidance about working with young children aged 3-5 years in nursery and reception classes. The author covers all of the key theoretical issues, providing a wealth of classroom examples. Practical suggestions for activities and resources include ways of…

A longitudinal study examined the developmental spelling level of primary-age children. Eight subjects completed 10 separate cloze sentences in their kindergarten, first, and second grade. Subjects were read each of the sentences and then given time to write the word in the corresponding box. The test was introduced as a detective game to…

An informal field study to design a system of beginning writing for the prefirst-grade child is presented in this paper, following a review of the literature. A series of questions are then raised regarding what letter form should be taught first, how letters should be grouped for instruction, and what verbal references should be used for…

Investigates the role of social interaction in the literacy learning of three- and four-year-olds. Finds that children's self-selected literacy activities are rich contexts for literacy learning, and that social interaction provides context and motivation for literacy learning, and influences the kinds of literacy strategies children internalize…

Suggests the use of a taped dictation program to allow children to fully express ideas without initial concern for the mechanical tasks of spelling and handwriting. Offers steps to carry out a writing program with taped dictation. (MG)

Examines children's story-writing processes as they develop over a two-year period, from kindergarten through second grade. Observes that children reflect multiple worlds in their writing, including their ongoing social world, the imaginary world of their story, and the wider, experienced world of people, places, and events. (MM)

Analyzed drawing and writing of 60 Chinese boys and girls of 2 to 6 years. Children drew self-portraits and wrote their own name. There was an age effect in both tasks. Children as young as three years could differentiate drawing from writing. (MM)

Describes how one kindergarten teacher integrates beginning writing into dramatic play by including writing ideas and tools within varying themes in the housekeeping corner. Writing activities in the play corner, which has a new theme each month, are described, and examples of children's writing are provided. (SM)