Within the classroom, literacy learning plays a central role in what children are asked to adopt to be full functioning members of the culture. Children are asked to negotiate the signs of texts, as well as those of the classroom and larger society. The process of learning to read and write, needless to say, is a complex one. Research in reading has shown that to teach children how to participate in this culture successfully, teachers must build upon what children do well in a meaningful context (Calkins, 1980; Wray, 1997) as opposed to the teaching of skills and items in isolation (Adams, 1990; Chall, 1967; Snow, Burns, & Griffin, 1998). An examination of the roles of intersubjectivity and intertextuality by studies such as this one, provides an opportunity to better define the process young children undertake as they learn to construct meanings for novel texts.
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