The drinking god factor: A writing development remix for "all" children

Written Communication

Volumn 19, Issue 4, 2002, Pages 545-577

  Dyson, Anne Haas ^a  

^a MICHIGAN STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34248739865     PISSN: 07410883     EISSN: 15528472     Source Type: Journal    
DOI: 10.1177/074108802238009     Document Type: Article

References (59)

1. Adams, M. (2001). Alphabetic anxiety and explicit, systematic phonics instruction. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 66-80). New York: Guildford.
2. Adams, M., Bereiter, C., Hirshberg, J., Anderson, V., & Bernier, S. A. (2000). Framework for effective teaching: Grade 1 teacher's guide, part A, Open Court Reading 2000. DeSoto, TX: SRA/McGraw-Hill.
3. Anderson-Levitt, K. M. (1996). Behind schedule: Batch-produced children in French and U.S. classrooms. In B. A. Levinson, D. E. Foley, & D. C. Holland (Eds.), The cultural production of the educated person: Critical ethnographies of schooling and local practice (pp. 57-78). Albany: State University of New York Press.
4. Ashton-Warner, S. (1963). Teacher. New York: Simon & Schuster.
5. Baker, B.(1999). The dangerous and the good? Developmentalism, progress, and public schooling. American Educational Research Journal, 36, 797-834.
6. Bakhtin, M. (1981). Discourse in the novel. In C. Emerson & M. Holquist (Eds.), The dialogic imagination: Four essays by M. Bakhtin (pp. 254-422). Austin: University of Texas Press.
7. Bakhtin, M.(1986).Speech genres and other late essays. Austin: UniversityofTexas Press.
8. Barton, D. (1994). Literacy: An introduction to the ecology of written language. London: Blackwell.
9. Bateson, G. (1956). The message "this is play." In B. Schaffner (Ed.), Group processes (pp. 145-242). New York: Macy.
10. Bauman, R., & Briggs, C.(1990). Poetics and performanceascritical perspectivesonlan-guage and social life. Anthropological Review, 19, 59-88.
11. Bereiter, C., & Engelmann, S. (1966). Teaching disadvantaged children in the preschool. Englewood Cliffs, NJ: Prentice Hall.
12. Bissex, G. (1980).GYNS at work:Achild learns to read and write. Cambridge, MA: Harvard University Press.
13. Bourdieu, P. (1984). Distinction: A social critique of the judgment of taste (R. Nice, Trans.). Cambridge, MA: Harvard University Press. (Original work published 1979).
14. Brandt, D. (2001). Literacy in American lives. Cambridge, UK: Cambridge University Press.
15. Bruner, J., & Haste, H. (Eds.). (1987). Making sense: The child's construction of the world. New York: Methuen.
16. Chittenden, E., & Salinger, T. (with Bussis, A.). (2001). Inquiry into meaning: An investigation of learning to read (Rev. ed.). New York: Teachers College Press.
17. Chomsky, C. (1971). Write now, read later. Childhood Education, 47, 296-299.
18. Clay, M. (1975). What did I write? Auckland, New Zealand: Heinemann.
19. Clay, M. (1979). Reading: The patterning of complexbehavior. Auckland, New Zealand: Heinemann Educational.
20. Clay, M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann.
21. Clay, M. (1998). By different paths to common outcomes. York, ME: Stenhouse.
22. Corsaro, W. (1997). The sociology of childhood. Thousand Oaks, CA: Pine Forge.
23. Dickinson, D. (2002). Research news and comment: Shifting images of developmen-tally appropriate practiceasseen through different lenses. Educational Researcher,31, 26-32.
24. Dyson, A. H. (1989). Multiple worlds of child writers: Friends learning to write. New York: Teachers College Press.
25. Dyson, A. H. (1993). Social worlds of children learning to write in an urban primary school. New York: Teachers College Press.
26. Dyson, A. H. (withA.Bennett et al.). (1997a).What difference does difference make? Teacher perspectives on diversity, literacy, and the urban primary school. Urbana, IL: National Council of Teachers of English.
27. Dyson, A. H. (1997b). Writing superheroes: Contemporary childhood, popular culture, and classroom literacy. New York: Teachers College Press.
28. Dyson, A. H. (1999). Transforming transfer: Unruly children, contrary texts, and the persistenceof the pedagogical order. In A.Iran-Nejad & P. D. Pearson (Eds.), Review of research in education(Vol. 24, pp. 141-172). Washington, DC: American Educational Research Association.
29. Dyson, A. H. (in press-a). The brothers and sisters go to school: Awriting development remix. New York: Teachers College Press.
30. Dyson, A. H. (in press-b). The stolen lipstick of overheard song: Composing voices in child song, verse, and written text. In M. Nystrand & J. Duffy (Eds.), The rhetoric of everyday life. Madison: University of Wisconsin Press.
31. Garvey, C. (1990). Play (Enl. ed.). Cambridge, MA: Harvard University Press.
32. Genishi, C. (1997, April). Representing children in educational research: Locating Asian-American children in and out of classrooms. Paper presented at the annual convention of the American Educational Research Association, Chicago, IL.
33. George, N. (1998). Hip hop America. New York: Viking.
34. Hanks, W. F. (1996). Language and communicative practices. Boulder, CO: Westview.
35. Hoyle, S. (1989). Forms and footings in boys' sportscasting. Text, 9, 153-173.
36. International Reading Association and National Association for the Education of Young Children. (1998). Learning to read and write: Developmentally appropriate practices for young children. A joint position statement. Young Children, 53, 3-46.
37. Jenkins, H. (1988). "Going bonkers!": Children, play, and Pee-wee. Camera Obscura, 17, 169-193.
38. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
39. Miller, P., & Goodnow, J. J. (1995). Cultural practices: Toward an integration of culture and development. In J.J. Goodnow,P.J.Miller,&F.Kessel (Eds.), Cultural practices as contexts for development, No. 67, New directions in child development (pp. 5-16). San Francisco: Jossey Bass.
40. Nieto, S. (1999). The light in their eyes: Creating multicultural learning communities. New York: Teachers College Press.
41. Opie, I., & Opie, P. (1959). The lore and language of school children. London: Oxford University Press.
42. Paley, V. (1986). Mollie is three: Growing up in school. Chicago: University of Chicago Press.
43. Piaget, J., & Inhelder, B. (1969). The psychology of the child. New York: Basic Books.
44. Read, C. (1975). Children's categorization of speech sounds in English. Urbana, IL: National Council of Teachers of English.
45. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
46. Rose, T. (1989). Orality and technology: Rap music and Afro-American cultural resistance. Popular Music and Society, 13, 35-44.
47. Schemo, D. J. (2002, January 9). Education bill urges new emphasis on phonics as method for teaching reading. The New York Times, p. A-16.
48. Seiter, E. (1999). Television and new media audiences. Oxford, UK: Clarendon.
49. Snow, C. (1991). Literacy and language: Relationships during the preschool years. In M. Minami & B. P. Kennedy (Eds.), Language issues in literacy and bilingual/ multicultural education (pp. 207-233). Cambridge, MA: Harvard Educational Review.
50. SRA. (2000). Open Court Reading, Grade levels K-6. Retrieved from http://www.sra-4kids.com/product_info/ocr
51. Sutton-Smith, B., Mechling, J., Johnson, T. W., & McMahon, F. R. (Eds.). (1995). Children's folklore: A source book. New York: Garland.
52. Vincent, D. (1997). The domestic and the official curriculum in nineteenth-century England. In M. Hilton, M. Styles, & V. Watson (Eds.), Opening the nursery door: Reading, writing and childhood 1600-1900 (pp. 161-179). London: Routledge.
53. Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.
54. Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
55. Vygotsky, L. S. (1987). L.S. Vygotsky, collected works: Volume 1, Problems of general psychology. New York: Plenum.
56. Wartofsky, M. (1983). The child's construction of the world and the world's construction of the child: From historical epistemology to historical psychology. In F. S. Kessel & A. W. Siegal (Eds.), The child and other cultural inventions (pp. 188-215). New York: Praeger.
57. Watson-Gegeo, K. (1992). Thick explanation in the ethnographic study of child socialization. In W. Corsaro&P. J.Miller (Eds.), Interpretive approaches to children's socialization, No. 58, New Directions for Child Development (pp. 51-66). San Francisco: Jossey Bass.
58. Weiner, L. (2000). Research in the 90s: Implications for urban teacher preparation. Review of Educational Research, 70, 369-406.
59. Yerba Buena Center for the Performing Arts. (2001). Hip hop nation:Ateacher's guide. San Francisco: Author.