The Ties that Bind: Emergent Literacy and Scientific Inquiry

Autor/in	Whitin, Phyllis
Titel	The Ties that Bind: Emergent Literacy and Scientific Inquiry
Quelle	In: Language Arts, 85 (2007) 1, S.20-30 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-9170
Schlagwörter	Kindergarten; Emergent Literacy; Reading Instruction; Inquiry; Nonfiction; Science Activities; Scientific Concepts; Cooperative Learning; Writing Assignments; Classroom Environment; Interpersonal Relationship; Learning Strategies; Reading Skills; Reading Strategies; Freehand Drawing + Suchen Sie Ihr Suchwort? Frühleseunterricht; Leseunterricht; Non-fiction; Nichtfiktionaler Text; Kooperatives Lernen; Klassenklima; Unterrichtsklima; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Reading skill; Lesefertigkeit; Reading strategy; Leselernstufe; Lesetechnik; Drawing; Zeichnen
Abstract	This study describes one kindergarten classroom in which informational books and other nonfiction resources were used in the context of a long-term scientific study. Children became proficient in locating information and interpreting content-specific textual features in the process of making sense of their scientific observations and sharing them in a collaborative community. In turn, they expressed their growing knowledge through informational writing and visual representations. The evolving social dynamics of the classroom played a key role in the children's learning. (Contains 5 figures.) (Author).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10