|
|
Product Description
Based on a two-year study of K–3 students, this book provides an important missing link in the study of emergent literacy: the peer group and the classroom contexts that surround it. Most works on children’s writing stress that children must “disembed” or “decontextualize” their written texts from dependency on other symbolic media and other people. Dyson, however, shows that to develop as writers, children’s text must become progressively more embedded in the social, affective, and intellectual parts of their lives. The book also emphasizes the nature of the classroom rather than the home as a distinctive context for early literacy growth. Moreover, the classroom is an urban one that includes children from diverse social and ethnic backgrounds.
Features
- Used Book in Good Condition
Customers Who Bought This Item Also Bought
- Negotiating a Permeable Curriculum: On Literacy, Diversity, and the Interplay of Children's and Teachers' Worlds
- On the Case: Approaches to Language and Literacy Research (an NCRLL Volume) (NCRLL Collection)
- The Brothers and Sisters Learn to Write: Popular Literacies in Childhood and School Culture (Language and Literacy Series)
- ReWRITING the Basics: Literacy Learning in Children's Cultures (Language and Literacy Series)
- Social Worlds of Children Learning to Write in an Urban Primary School (Language and Literacy Series)
- Inquiry as Stance: Practitioner Research for the Next Generation (Practitioner Inquiry Series)
*If this is not the "Multiple Worlds of Child Writers: Friends Learning to Write (Early Childhood Education Series)" product you were looking for, you can check the other results by clicking this link
.
Details were last updated on Sep 20, 2024 20:40 +08.
