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Volumn 2, Issue , 2013, Pages 369-377

Can technology support emergent reading and writing? Directions for the future

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EID: 57249105756     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203929131-38     Document Type: Chapter
Times cited : (12)

References (20)
  • 4
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    • Auckland, New Zealand: Heinemann
    • Clay, M. M. (1975). What did I write? Auckland, New Zealand: Heinemann.
    • (1975) What Did I Write?
    • Clay, M.M.1
  • 8
    • 0040958653 scopus 로고    scopus 로고
    • Learning to read and write: Developmentally appropriate practices for young children
    • IRA/NAEYC
    • International Reading Association and National Association for the Education of Young Children (IRA/NAEYC 1998). Learning to read and write: Developmentally appropriate practices for young children. Reading Teacher, 52, 193-216.
    • (1998) Reading Teacher , vol.52 , pp. 193-216
  • 9
    • 0039185929 scopus 로고    scopus 로고
    • A semiotic analysis of young children’s symbol making in a classroom computer center
    • Labbo, L. (1996). A semiotic analysis of young children’s symbol making in a classroom computer center. Reading Research Quarterly, 31, 356-385.
    • (1996) Reading Research Quarterly , vol.31 , pp. 356-385
    • Labbo, L.1
  • 10
    • 56249138197 scopus 로고    scopus 로고
    • Digital language experience approach: Using digital photographs and software as a language experience approach innovation
    • May
    • Labbo, L., Eakley, A., & Montero, M. (2002, May). Digital language experience approach: Using digital photographs and software as a Language Experience Approach innovation. Reading Online5, Available: http://www.readingonline.org/electronic/elec_index.asp7HREF=labbo2/index.html
    • (2002) Reading Online , pp. 5
    • Labbo, L.1    Eakley, A.2    Montero, M.3
  • 11
    • 0001251138 scopus 로고    scopus 로고
    • Conversations: So what’s going on in research in emergent literacy?
    • McGee, L., & Purcell-Gates, V. (1997). Conversations: So what’s going on in research in emergent literacy? Reading Research Quarterly, 32, 310-318.
    • (1997) Reading Research Quarterly , vol.32 , pp. 310-318
    • McGee, L.1    Purcell-Gates, V.2
  • 14
    • 33845360107 scopus 로고    scopus 로고
    • Effective use of technology in literacy instruction
    • L. Morrow, L. Gambrell, & M. Pressley (Eds.), 2nd ed., New York: Guilford Press
    • McKenna, M., Labbo, L., & Reinking, D. (2003). Effective use of technology in literacy instruction. In L. Morrow, L. Gambrell, & M. Pressley (Eds.). Best practices in literacy instruction (2nd ed.) (pp. 307-331). New York: Guilford Press.
    • (2003) Best Practices in Literacy Instruction , pp. 307-331
    • McKenna, M.1    Labbo, L.2    Reinking, D.3
  • 15
    • 85050712869 scopus 로고
    • Access to print for children of poverty: Differential effects of adult mediation and literacy-enriched play settings on environmental and functional print tasks
    • Neuman, S., & Roskos, K. (1993). Access to print for children of poverty: Differential effects of adult mediation and literacy-enriched play settings on environmental and functional print tasks. American Educational Research Journal, 30, 95-122.
    • (1993) American Educational Research Journal , vol.30 , pp. 95-122
    • Neuman, S.1    Roskos, K.2
  • 17
    • 0009919118 scopus 로고
    • Three levels of understanding about written language acquired by young children prior to formal instruction
    • J. Niles & R. Lalik (Eds.), Thirty-fifth Yearbook of the National Reading Conference, Rochester, NY: National Reading Conference
    • Purcell-Gates, V. (1986). Three levels of understanding about written language acquired by young children prior to formal instruction. In J. Niles & R. Lalik (Eds.). Solving problems in literacy: Learners, teachers & researchers. Thirty-fifth Yearbook of the National Reading Conference (pp. 259-265). Rochester, NY: National Reading Conference.
    • (1986) Solving Problems in Literacy: Learners, Teachers & Researchers , pp. 259-265
    • Purcell-Gates, V.1
  • 19
    • 0010837165 scopus 로고    scopus 로고
    • Environment and its influences for early literacy teaching and learning
    • S. Neuman & D. Dickinson (Eds.), New York: Guilford Press
    • Roskos, K., & Neuman, S. (2001). Environment and its influences for early literacy teaching and learning. In S. Neuman & D. Dickinson (Eds.). Handbook of early literacy research (pp. 281-292). New York: Guilford Press.
    • (2001) Handbook of Early Literacy Research , pp. 281-292
    • Roskos, K.1    Neuman, S.2
  • 20
    • 0009405576 scopus 로고    scopus 로고
    • The literate potentials of book-related dramatic play
    • Rowe, D. (1998). The literate potentials of book-related dramatic play. Reading Research Quarterly, 33, 10-35.
    • (1998) Reading Research Quarterly , vol.33 , pp. 10-35
    • Rowe, D.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.