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Peterson, Debra S. – Journal of Early Childhood Literacy, 2019
The purpose of this article is to describe higher order talk and writing about text with seven and eight year old students. Much research has been conducted with intermediate and secondary students but less is known about higher order thinking with primary grade students. Participants in this study included all second and third grade teachers and…
Descriptors: Learner Engagement, Elementary School Students, Questioning Techniques, Thinking Skills
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Kosko, Karl W.; Zimmerman, Belinda S. – Journal of Early Childhood Literacy, 2019
Recent educational policy documents have encouraged engaging students in mathematical argumentation via discussion and writing. Most recently in the U.S., the Common Core State Standards recommend that children "construct viable arguments and critique the reasoning of others." One often advocated means of engaging students in this…
Descriptors: Content Area Writing, Elementary School Mathematics, Persuasive Discourse, Writing (Composition)
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Hultin, Eva; Westman, Maria – Journal of Early Childhood Literacy, 2018
The aim of this article is to explore how children use and reuse semiotic resources in their writing of hybrid genres in school. In focus are children's use and reuse of semiotic resources from both earlier literacy events at school and literacy events they have experienced at home or in their leisure time. This double focus is rare in previous…
Descriptors: Semiotics, Writing (Composition), Literacy, Family Environment
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Jaeger, Elizabeth L. – Journal of Early Childhood Literacy, 2016
This article describes the ways in which a class of 7- and 8-year-old children used writing to communicate. Using Halliday's Systemic Functional Linguistics as a theoretical frame, I examine what functions these messages served, how functions varied from child to child and how the practice of message-sending evolved over time. Analysis of data…
Descriptors: Interpersonal Relationship, Grade 3, Interpersonal Communication, Childrens Writing
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Damber, Ulla; Samuelsson, Stefan; Taube, Karin – Journal of Early Childhood Literacy, 2012
The main purpose of this study was to examine the classroom, teacher and student factors distinguishing grade three classes performing at higher levels than expected, in relation to socioeconomic status (SES) and language factors, from classes performing below their potential with regard to the same factors. Data from a standardized reading…
Descriptors: Reading Achievement, Student Characteristics, Teaching Experience, Questionnaires
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Albers, Peggy; Frederick, Tammy; Cowan, Kay – Journal of Early Childhood Literacy, 2009
How do primary students construct understandings of the opposite sex? In what ways do these constructions manifest in the visual texts created in literacy and language arts classrooms? Using visual discourse analysis (Albers, 2007) and scheme analysis (Sonesson, 1988) as interpretive methods, we analyzed the visual texts created by 23 third grade…
Descriptors: Sex Stereotypes, Semantics, Language Arts, Reader Text Relationship
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McTavish, Marianne – Journal of Early Childhood Literacy, 2009
This article investigates the intersection between the in-school information literacy practices and out-of-school (i.e. home and community) information literacy practices of a third grade student and examines how this intersection may be contributing to his overall literacy learning. Data collected from field notes; observations of in-school and…
Descriptors: Information Literacy, Grade 3, Case Studies, Alignment (Education)
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Pantaleo, Sylvia – Journal of Early Childhood Literacy, 2009
This article examines the writing of three Grade 3 students and discusses how these girls drew upon their symbolic tools, specifically those developed as a result of their experiences with particular kinds of texts. The students were participants in a multifaceted study that explored Grades 3 and 4 students' understandings of and responses to…
Descriptors: Grade 3, Reading Skills, Writing Skills, Elementary School Students
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Bausch, Linda S. – Journal of Early Childhood Literacy, 2007
Compelling aspects I have noticed throughout my teaching life are the multitude of understandings boys have concerning themselves as readers. In this inquiry, as part of a larger year-long ethnographic study, I observed and analyzed how what counts as talk around text accomplishes curriculum mandates and achieves valuable social ends for one third…
Descriptors: Ethnography, Literacy, Males, Reading Achievement
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Powell, Rebecca; Mcintyre, Ellen; Rightmyer, Elizabeth – Journal of Early Childhood Literacy, 2006
Why are children off task? What is going on in classrooms where a majority of children are off task? In this study we analyzed primary-grade classroom literacy instruction in which there was considerable off-task behavior. Using Turner and Paris's frame for understanding student motivation in the classroom, we analyzed 73 activity settings where…
Descriptors: Reading Instruction, Student Motivation, Reading Motivation, Literacy Education
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Martinez-Roldan, Carmen; Sayer, Peter – Journal of Early Childhood Literacy, 2006
This study examines the biliteracy development of a group of bilingual Latino third graders in an elementary school in the south-west USA. It focuses on the role of language in children's reading comprehension of narrative texts in Spanish and English in a school context. The authors frame their analysis within the "Continua of Biliteracy" model…
Descriptors: Hispanic Americans, Grade 3, Reading Comprehension, Second Language Learning
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Larson, Joanne; Gatto, Lynn Astarita – Journal of Early Childhood Literacy, 2004
This article describes one urban classroom and the language and literacy practices jointly constructed by a veteran urban teacher, Lynn Gatto, and her 3rd grade students. Drawing from two ethnographic studies of Gattos 2nd-4th grade looped classroom, we argue that Gatto and her students use the interplay between strategies and tactics (De Certeau,…
Descriptors: Grade 3, Ethnography, Urban Schools, Student Attitudes