Matthew effects in writing: The patterning of difference in writing classrooms K-7

Reading Research Quarterly

Volumn 36, Issue 4, 2001, Pages 348-349

  Glasswell, Kathryn ^a  

^a QUEENSLAND UNIVERSITY OF TECHNOLOGY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0040623343     PISSN: 00340553     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (8)

1. CAZDEN, C. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.
2. GLASSWELL, K. (1999). The patterning of difference: Teachers and children constructing development in writing. Unpublished doctoral thesis, University of Auckland, New Zealand.
3. MCNAUGHTON, S. (1995). Patterns of emergent literacy: processes of development and transition. Melbourne, Australia: Oxford University Press.
4. NEWMAN, D., GRIFFIN, P., & COLE, M. (1989). The construction zone: Working for cognitive change in school. Cambridge, England: Cambridge University Press.
5. ROGOFF, B. (1993). Children's guided participation in and participatory appropriation in sociocultural activity. In R.H. Wozniak & K.W Fischer (Eds.), Development in context: Acting and thinking in specific environments. Hillsdale, NJ: Erlbaum.
6. STANOVICH, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-406.
7. VALSINER, J. (1997). Culture and the development of children's action. Chichester, England: Wiley.
8. WOOD, D., BRUNER, J., & ROSS, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100.