Complicating Predictability: Textuality, Intertextuality, and Intercontextuality in Beginning Reading and Writing.

Meyer, Richard; Martens, Prisca; Flurkey, Alan; Udell, Risa

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Peer reviewed

ERIC Number: EJ587448

Record Type: Journal

Publication Date: 1998

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0547-8375

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Complicating Predictability: Textuality, Intertextuality, and Intercontextuality in Beginning Reading and Writing.

Meyer, Richard; Martens, Prisca; Flurkey, Alan; Udell, Risa

National Reading Conference Yearbook, v47 p354-65 1998

Investigates the nature and role of predictable texts for beginning readers and writers in first grade. Examines ways three children used texts to support their early-literacy development. Finds diverse and complex activities, as children made links within a text (textuality), between texts (intertextuality), and between texts and contexts (intercontextuality). (SR)

Descriptors: Beginning Reading, Case Studies, Childrens Writing, Emergent Literacy, Grade 1, Primary Education, Reading Research, Writing Research

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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Author Affiliations: N/A