Reading in Kindergarten: Direct vs. Indirect Teaching.

Willert, Mary K.; Kamii, Constance

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Peer reviewed

ERIC Number: EJ315806

Record Type: CIJE

Publication Date: 1985

Pages: N/A

Abstractor: N/A

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Reading in Kindergarten: Direct vs. Indirect Teaching.

Willert, Mary K.; Kamii, Constance

Young Children, v40 n4 p3-9 May 1985

Describes children's process of constructing their own knowledge by going through one level after another of being "wrong" and relates this process to reading. Describes six strategies children invent and discusses implications for teaching. (AS)

Descriptors: Beginning Reading, Early Reading, Error Analysis (Language), Kindergarten, Kindergarten Children, Language Processing, Learning Strategies, Prereading Experience, Reading Readiness

Publication Type: Journal Articles; Reports - Research; Opinion Papers

Education Level: N/A

Audience: N/A

Language: English

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