Descriptor
Source
| Theory into Practice | 7 |
Author
| Burke, Carolyn L. | 1 |
| DeFord, Diane E. | 1 |
| Flanigan, Michael C. | 1 |
| Forester, Anne D. | 1 |
| Harste, Jerome C. | 1 |
| King, Martha L. | 1 |
| Milz, Vera E. | 1 |
| Pianko, Sharon | 1 |
| Radzik, Abraham | 1 |
Publication Type
| Journal Articles | 7 |
| Reports - Research | 3 |
| Reports - Evaluative | 2 |
| Information Analyses | 1 |
| Reports - Descriptive | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedFlanigan, Michael C. – Theory into Practice, 1980
Research demonstrates that children acquire language through active imitation at a very early age. Evidence suggests that children have a notion of writing prior to entry into school. The use of composition models serves to assist the child in the development of writing skills through imitation. (JN)
Descriptors: Primary Education, Spelling, Student Writing Models, Vocabulary Skills
Peer reviewedPianko, Sharon; Radzik, Abraham – Theory into Practice, 1980
The use of student peers in editing the writing of fellow students has become a popular tool for teachers. Students learn from the feedback given them by other students and develop a discriminatory eye when rereading their own papers. Samples of tasks are given to aid the teacher. (JN)
Descriptors: Editing, Feedback, Higher Education, Language Arts
Peer reviewedForester, Anne D. – Theory into Practice, 1980
If the beginning spellers are allowed to experiment, their ability will begin to evolve and refine as did their patterns of spoken language. Stages of spelling development and their parallels in oral language development are described and tips on how to foster spelling development are given. (JN)
Descriptors: Cognitive Development, Language Acquisition, Oral Language, Primary Education
Peer reviewedDeFord, Diane E. – Theory into Practice, 1980
As children move toward learning specified forms of writing, they organize print in their environment and learn generalized communication strategies. Learning to write is developmentally similar to the acquisition of oral language. Ten stages are suggested for understanding the development of children's writing. (JN)
Descriptors: Developmental Stages, Language Acquisition, Language Processing, Language Skills
Peer reviewedHarste, Jerome C.; Burke, Carolyn L. – Theory into Practice, 1980
A case study of a six-year-old reveals that unfounded assumptions about language growth and development may debilitate rather than facilitate the process of language literacy. Recommendations are made for open-entry language activities where constraints are allowed to evolve in a risk free language environment. (JN)
Descriptors: Cognitive Development, Language Acquisition, Language Skills, Language Styles
Peer reviewedMilz, Vera E. – Theory into Practice, 1980
Among the various methods used by a classroom teacher to encourage writing in her first grade class are letter writing, writing a book, writing notes to each other, and keeping journals. The desire to communicate is the primary motivating factor in the development of both oral and written language. (JN)
Descriptors: Language Acquisition, Language Arts, Language Skills, Language Styles
Peer reviewedKing, Martha L. – Theory into Practice, 1980
Children learn language by using it in the habitual and repetitive actions of daily life. The question "How do children extend their spoken language competence to writing?" is explored through examples of stories dictated by seven-year-olds. (JN)
Descriptors: Elementary Education, Language Acquisition, Language Skills, Oral Language
