Literacy Teaching and Learning: An International Journal of Early Reading and Writing, 1998.Report as inadecuate




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Developed as a vehicle of communication for the Reading Recovery Council of North America, this journal represents an international effort to connect researchers, teachers, and all those interested in early literacy. Articles in the first issue of this third volume are: "Relations between Children's Literacy Diets and Genre Development: You Write What You Read" (George Kamberelis); "At-Risk Children's Metacognitive Growth during Reading Recovery Experience: A Vygotskian Interpretation" (Beverly E. Cox, Zhihui Fang and Maribeth Cassidy Schmitt); "Reading Recovery in the United States: More than a Decade of Data" (Carol A. Lyons); and "Student Aspirations: Reading Recovery May Influence More Than Literacy Development" (Anne K. Rhodes-Kline and Russell J. Quaglia). Articles in the second issue are: "Scaffolding Emergent Writing in the Zone of Proximal Development" (Elena Bodrova and Deborah J. Leong); "Common Roots and Threads: Developmentally Appropriate Practice, Whole Language, and Continuous Progress" (Wendy C. Kasten, Elizabeth Monce Lolli, and Judith Vander Wilt); "The Early Development of a Self-Extending System in Writing" (Christine Boocock, Stuart McNaughton, and Judy M. Parr); and "An Examination of Sustaining Effects in Descubriendo la Lectura Programs" (Kathy Escamilla, Martha Loera, Olivia Ruiz, and Yvonne Rodriguez). (RS)

Descriptors: Beginning Writing, Early Intervention, Emergent Literacy, High Risk Students, Instructional Effectiveness, Metacognition, Primary Education, Reading Difficulties, Reading Research, Remedial Reading, Student Attitudes, Whole Language Approach, Writing Research











Author: Literacy Teaching and Learning: An International Journal of Early Reading and Writing, v3 n1-2 1998

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9004&id=ED436726



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