The Practice Page as a Mediational Tool for Interactive Writing Instruction
This paper examines, from the perspective of mediated action (Wertsch, 1991, 1998), the ways in which an experienced, primary‐grade teacher used and continually modified an instructional too—“the practice page”—to mediate specific aspects of interactive writing, an approach to beginning writing inst...
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| Veröffentlicht in: | The Reading teacher 2012-02, Vol.65 (5), p.330-340 |
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| container_end_page | 340 |
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| container_issue | 5 |
| container_start_page | 330 |
| container_title | The Reading teacher |
| container_volume | 65 |
| creator | Williams, Cheri Sherry, Tammie Robinson, Nicole Hungler, Diane |
| description | This paper examines, from the perspective of mediated action (Wertsch, 1991, 1998), the ways in which an experienced, primary‐grade teacher used and continually modified an instructional too—“the practice page”—to mediate specific aspects of interactive writing, an approach to beginning writing instruction. The authors provide a detailed, theoretical account of the teacher's use of this instructional tool and argue that it provided a context for the kinds of explicit instruction and authentic activity that research demonstrates is essential to young children's literacy learning. |
| doi_str_mv | 10.1002/TRTR.01051 |
| format | Article |
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| ispartof | The Reading teacher, 2012-02, Vol.65 (5), p.330-340 |
| issn | 0034-0561 1936-2714 |
| language | eng |
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| source | JSTOR Archive Collection A-Z Listing; Wiley Online Library All Journals |
| subjects | Beginning Writing Children Childrens literature Educational materials Elementary School Teachers Emergent Literacy Interactive learning Learning Literacy Literacy programs Literary criticism Orthographies Reading instruction Reading teachers Teachers Teaching Methods Writing Instruction Writing pens Writing tablets Young Children |
| title | The Practice Page as a Mediational Tool for Interactive Writing Instruction |
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