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Article
“That’s how you know.” Exploring Young Children’s Roles in Meaning Construction
International Journal of Humanities and Social Science
  • Anne E. Gregory, Boise State University
  • Mary Ann Cahill, Boise State University
Document Type
Article
Publication Date
11-1-2011
Disciplines
Abstract

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.

Copyright Statement

This document was originally published by Centre for Promoting Ideas in International Journal of Humanities and Social Science. Copyright restrictions may apply. http://www.ijhssnet.com/update/

Citation Information
Anne E. Gregory and Mary Ann Cahill. "“That’s how you know.” Exploring Young Children’s Roles in Meaning Construction" International Journal of Humanities and Social Science (2011)
Available at: http://works.bepress.com/anne_gregory/7/