Access to Meaning : Spoken and Written Language / Gay Su Pinnell, Ed. and Martha L. King, Ed.

Designed to explore the ways language functions to help children gain access to meaning as they progress through the educational system, this journal issue views communication as a social, interactive process in which speakers and writers attempt to link into what listeners and readers know, want to know, or need to know. The 12 articles in the journal are: (1) Language as a Foundation for Education: the School Context (R. W. Shuy); (2) Language and School Success: Access to Meaning (M. L. King); (3) Factors Influencing Listening: Inside and Outside the Head (S. J. Samuels); (4) Learning to Talk and Talking to Learn (G. Wells and J. Wells); (5) Written Text as Social Interaction (M. Nystrand and M. Himley); (6) Peer Interaction in Learning English as a Second Language (H. Hester); (7) Listening and Responding: Hearing the Logic in Children's Classroom Narratives (S. Michaels); (8) What Children Know and Teach about Language Competence (P. G. Lazarus); (9) Creating the Classroom's Communicative Context: How Teachers and Microcomputers Can Help (C. R. Liebling); (10) How One Classroom Gives Access to Meaning (N. G. Platt); (11) Communication in Small Group Settings (G. S. Pinnell); and (12) Educational Policies That Support Language Development (J. Bates). (HOD)

Theory into Practice, v23 n3 Sum 1984. ericd

Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.