Using Talk to Support Writing presents a new and innovative approach to the teaching of early writing. The authors discuss both theoretical and practical issues around using talk in the classroom to support children as they learn to write. Set within the context of national concern for achievement in the development of writing ability, it addresses the gap in understanding early teaching and focuses on the exploration of talk and writing interface.

Learning to Write

Learning to write


Learning to write is one of the most challenging endeavours we offer a young child. We learn to talk naturally and effortlessly through our interactions with others and no child, other than one with specific learning difficulties, does not learn to talk. But learning to write is a taught process and we only learn to write the full repertoire of conventions of our language if we are taught to write, whether that be the demands of shaping letters and spacing words or the demands of conveying meaning through written language. Kress (1994) reminds us that writing is more difficult than reading, because reading is a process of making meaning from text, whereas writing is a process of encoding meaning through ...

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