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ED234413.Pdf DOCUMENT RESUME ED 234'43.3 CS 207 855 \ 4 AUTHOR HarSte, Jerome C.;. And Others TITLE The Young Child as Writer-Reader,and Informant. Final Report. INSTITUTION Indiana Univ., Bloomington.Dept: of Language Education. SPONS AGENCY National 'nat. of Education (ED),Washington, DC. PUB'DATE Feb 83 GRANT NIE-d-80-0121 NOTE 479p.; For related document,see ED 213 041. Several pages may be marginally legible. PUB TYPE Reports - Research/Technical (143) EDRS PRICE MF01/PC20 Plus Postage. DESCRIPTORS Child Development; *ChildLanguage; Educational Theories; Integrated Activities;Language Research; *Learning Theories; *LinguisticTheory; Preschool Education; Primary Education;Reading Instruction; Reading Skills; *SociolinguisticS;SpellingrWriting Instruction; *Writing Research;Writing Skills; *Written Language IDENTIFIERS *Reading Writing' Relationship ABSTRACT The Second of a two- volumereport, this document focuses on the study of writtenlanguage growth and development 3-, 4-, 5 -, and 6-year-old children. among' The first section of thereport introduces the program of researchby examining its methodological and conceptual contexts. TheSecond section provides illustrativeand alternative looks at theyoung child as writer-reader and reader=writer,, highlighting key_transactions in literacy and literacy learning:. The third section pullstogether and kdentifies how the researchers' thinking about_literacyandliteracy learning changedas a result of their research and offersan evolving model of key proceises involved in literacylearning. The fourth section comprises a series of papers dealing with the spellingprocess, children's writing; developmentas seen in letters, rereading, and therole of literature.in the language poolof children. The fifth section contains taxonomies developed forstudying the surface textscreated by children: in the study. Extenslivereferences are included,.andan addend6m includes examples of tasksequence and researcher script, "sample characteristics" charts,and Sample characteristics statements. (FL) summary *****-**************************************************************** Reproductions supplied by EDRSare the beit that can be made * from the original document. ********************************************************************* U.S. DEPARTMENT OF EDUCATION_ NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER lECTICi )(This dorainient 11414 been reproduced as rerasverl tram theI/WM.1(I/rtru:sniration originating it 111,11 111,111I,to1/111110,11: Will., 11.111/1,Iwvc reprodurlion quality ?Ono; of view oropirutios stated in this (loco men! (1, not necessarily represent official NIT positioct nr polics THEN YOUNG CHILD°AS.WRITER-REIADER, AND INFORMANT MECKCIr ) ton iriLs 40 FINAL REPORT c.-- %i February 1983 t ! '1.6q =ice. 3 by Jerome C. Harste Ca*.olyp'E.'Burke Virginia A. WoOdwa'rd with a, Research'Associatesr Chrystine Bouffler Katherine Busch, Joan Chubb Jean Anne Clyde Linda Crafton Karen Feathers Mary Hill 4." Judith Newman Heidi Mills Marjorie Siegel David Whitin This study Was supported:Eiy funding from the National Institute of Education (NIEG-80-:0121): THE YOUNG CHILD ASWRITER-READER, AND INFORMANT FINAL REPORT Project NIE=G-80-0121 by Jerome C. Harste .Carolyn_L_BUrke _ Virginia A. Woodward Indiana University with Research Associates: Chrystine Bouffler Katherine Busch Joan Chubb Jean Anne Clyde Linda Crafton A Karen Feathers 1 Mary Hill Heidi- Mills Marjorie Siegel Nanci vargus David Whitin Mailing Address: 211 Education Building Language Education Departments Indiana University Bloomington, Indiana 47405 February 1983 Research Project Title: Children, Their Language & World:The Prigmatics of Written Language Use and Learning. The research_reported hereinwas supporteeby the National Instituteof Education. The opinions expressed herein, however, do not ,necessarily reflect the position or policy ofthe National Institdte of Education,and no official endorsement bythat group should be inferred. j Copyright by Jerome C. Harste Carolyn L. Burke Virginia A. Woodward 1983 Preface to the VbIume ThiS volume is the _second of two volumes covering a program of research with presdhool and elementary aged children which has as its function the study ofbognitive_processes involved in_leaining to read_ and write. While both volumes indlUde reading and writing data, the first Volume,_ Children? Their Language? and World: Initial Encounters with Print highlighbitd the young_dhild as reader-writer; thiS volume high lights the young Child as writer-reader. SectiOn 1_ Of this Volume introduces the program of research by examining its methOdological and conceptual contexts,Section 2 provides illustrative and alternative loOkS at the young child as writer-reader and reader-writer. By casting and contrasting co-occurring patterns which we identified in our.,data against recent work,in psychology,_soci- blow, and linguistics, key transactions in literacy and literacy learn- ing are highlighted. Section 3 pulls together_ And'identifies how our thinking about literacy and literacy learning has changed as a result Of this program of research and offers ,our evolving model of key processes involved in literacy learning._ Section 4_incltdes a series of papers written_ for this Vtlume;describing individual studies which werecon- ducted by research associates, visiting scholars, and graduate students who in one way or_ahother were involVed in this research program.They are indltded to illustrate the variety and kinds of follow-up child as informant studies used to_verify and extend our understanding of patterns identified in our be videotape data bank. This volume has been written to and for our teacher and researcher colleagues-in hopes of expanaing their thinking and stimulating a oollabbra- tive pedagogy. Despite this being a second volume, it is best viewed as a milestone in the midst of an on-going program of research. In it we attempt bp:record some of the general and specific insights which our informants gave us, some leads which merit further investigations; but most of all the present and along term benefits of using the child as curricular and research. informant. I Obruhe C. Harste Carolyn L. Burke Virginia A. Wbodward Fbruary 1983 S. 111 ACknowledgements . We want to express our thanks to the parents ofour informants, the ZndianapoIis Public Schools; the Early Childhood Learning Center, _ Little People's Prep, the administrators in theseorganizations, and the many others who in one way or another assisted us in contacting and Videbtaping our informants; Special acknowledgements must also be given to the many teachers fro:in around the country who, after liSteningeither us- or to our informants; shared their surprise, their diSmay, their insight, their hope,- or their research; but who;in so doing, became informants in their min right; We wish to give very special adcnowledgement to the following! indiViduals Who_participated as research associateson the project: Chrystine_Bouffler_(Riverina College of Advanced Education;W4gga Wags-a, AUStralie)-0Katherine Busch (Indiana University); jeanAnne Clyde (Indiana University); joan Chubb (Indiana University); LindaGrafton Northeastern Illinois_University); Karen Feathers (Indiana University); Judith Newman (Calhousie University); HeidiMills (Indiana University); Marjorie Siegel (Indiana University); David Whitim (Indiana University); and Nancy Versus (Butler University). op_ Special ackhokaedgement must also go to Margaret Atwell (California State C011ege; San Bernardino); Diane EeFord (Southern IIIinois;University), Mary Hill (WestMinSter College); Stephen Kucer (Indiana University); and Lynn FhOde8 -(University of Coloradb; Denver) who helpedus embark on this effOrt and who have faithfully followed up on related research which both complements and extends this program oferesearCh; To theta,'' and other teachks and graduate students_ who conductda chile}-as-illformant curricular and research stflaiPs, our thanks for extending not onlyour research; but also Our thinking. Readers might well wish to compliment, as we do; several individ- uals who have greatly increased the text potentipl of this graphic display by their typing and editing effortS. 'They. include Jan Harste, ------Nemman, and jean Anne .Clyde... While there are many to acknowledge; Bei are as important this project as are our informant8. At their_most predictable and unpre- Actable moments they forced us_tb_grow; leading us to discover and rediscover not only some of their literate secrets butalso some of their most literate.friendsbOth young-young_(like zadhi_Ktitiei Eric; Bbbin and others whomyoU will soon meet),_ and young-old_(like VYgotsky, Piaget; Dewey,- Graved; King, Whiteman, Shuy and others whail you will soon re-meet); . iv 6 TABLE OF CONTENTS ] Chapter 1.0- INTRODUCTION TD THIS PROGRAM OF RESEARCH 1.1 The /*thathlOgical Cant-6kt of t4s Research Program 3 1.2 The Cbnceptual Context of this Research Program 12 1.3 General Characteristics of this Research Program 40 Chapter 2.0THE YOUNG CHILD AS WRITER-READER: PATTERNS IN INTERDISCIPLINARY PERSPECTIVE 60 2.1Organization_ G2 2.2 Intentionality 108 2;3 Generativeness' 131 2.4 Risk 144 2;5 Social Action 163 Context ' '175 Text 201 2.8, Demonstration 230 Chapter j.tCONCEPTUAL AND EETHODOLOGICAL ISSUES IN CURRICULAR PERSPECTIVE 249 4; 3.1 Redefining Literacy and LiteracyLeaping: A SyntheSiS of Patterns 252 3:2 'Conceptual Issues in Curricular Perspective , 264 3;3 Methodological Issues in Curricular Perspective 295 Chapter 4.0 THE
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