Article published In:
Written Language & Literacy
Vol. 3:2 (2000) ► pp.235266
Cited by

Cited by 13 other publications

Cazden, Courtney B.
Friedrich, Nicola & Shelley Stagg Peterson
2023. Assessing four- and five-year old children’s play-based writing: use of a collaboratively-developed assessment tool. Early Years 43:2  pp. 366 ff. DOI logo
Harden, Annette
2015. Privileging drama and dramatic play to support young children’s writing development: a full year study of one early years’ classroom. NJ 39:2  pp. 110 ff. DOI logo
Hesterman, Sandra
2011. Multiliterate Star Warians: The Force of Popular Culture and ICT in Early Learning. Australasian Journal of Early Childhood 36:4  pp. 86 ff. DOI logo
Joigneaux, Christophe
2013. La littératie précoce. Ce que les enfants font avec l’écrit avant qu’il ne leur soit enseigné. Revue française de pédagogie :185  pp. 117 ff. DOI logo
Mackenzie, Noella
2014. Transitions and Emergent Writers. In Transitions to School - International Research, Policy and Practice [International perspectives on early childhood education and development, 9],  pp. 89 ff. DOI logo
Rowe, Deborah Wells
2008. Social Contracts for Writing: Negotiating Shared Understandings About Text in the Preschool Years. Reading Research Quarterly 43:1  pp. 66 ff. DOI logo
Rowe, Deborah Wells
2018. Research & Policy. Language Arts 95:4  pp. 229 ff. DOI logo
Rowe, Deborah Wells & Sandra Jo Wilson
2015. The Development of a Descriptive Measure of Early Childhood Writing. Journal of Literacy Research 47:2  pp. 245 ff. DOI logo
Stagg Peterson, Shelley & Nicola Friedrich
2022. Viewing young children’s drawing, talking, and writing through a ‘language as context’ lens: implications for literacy assessment. International Journal of Early Years Education 30:1  pp. 106 ff. DOI logo
Stavans, Anat
2015. Monolingual and multilingual discrimination of written sequences' readability. Writing Systems Research 7:1  pp. 108 ff. DOI logo
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