Making connections: The nature and occurrence of links in literacy teaching and learning

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dc.contributor.author Parr, Judith en
dc.contributor.author McNaughton, Stuart en
dc.date.accessioned 2017-11-23T01:51:36Z en
dc.date.issued 2014 en
dc.identifier.citation Australian Journal of Language and Literacy 37(3):141-150 2014 en
dc.identifier.issn 1038-1562 en
dc.identifier.uri http://hdl.handle.net/2292/36518 en
dc.description.abstract Making connections can facilitate learning in several ways, for example, linking new ideas to existing schema or cueing the use of available skills for use in different contexts. The paper focuses on links between reading and writing. Theory suggests common processes operate in reading and writing that are mutually supportive in learning; empirically the relationship between performance in reading and writing is significant. There is evidence that specific writing practices can improve reading and, similarly, that reading can impact writing. This paper presents and applies empirically a framework for analysing the nature of the links that teachers make in literacy learning settings. The framework encompasses both the sites for, and the types of, connection; it is applied using observations and the associated transcripts from two corpora of literacy lessons from guided reading and teacher-led segments of writing lessons at the primary school level. The framework and these data provide a tentative indication of typical practice and important information for professional learning. en
dc.publisher Australian Reading Association en
dc.relation.ispartofseries Australian Journal of Language and Literacy en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Making connections: The nature and occurrence of links in literacy teaching and learning en
dc.type Journal Article en
pubs.issue 3 en
pubs.begin-page 141 en
pubs.volume 37 en
dc.rights.holder Copyright: Australian Reading Association en
pubs.end-page 150 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 618152 en
pubs.org-id Education and Social Work en
pubs.org-id Curriculum and Pedagogy en
pubs.record-created-at-source-date 2017-03-22 en


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