Inhaltszusammenfassung

Children can formulate texts in conceptual written language–even before they can medially write them down themselves. This has been investigated by Merklinger (2011, 2012): pre-schoolers and those just starting school (at 6) dictate their ideas for a written response to a picture book to an adult writer. A totally different situation comes into being, when two children–both beginners at writing, one of them not yet able to read or write himself–have the opportunity to write a text together: c...Children can formulate texts in conceptual written language–even before they can medially write them down themselves. This has been investigated by Merklinger (2011, 2012): pre-schoolers and those just starting school (at 6) dictate their ideas for a written response to a picture book to an adult writer. A totally different situation comes into being, when two children–both beginners at writing, one of them not yet able to read or write himself–have the opportunity to write a text together: collaborative writing among writing-novices. What can they learn in this situation? And what can we learn about the early development of textual competence and transitions between orality and writtenness?» weiterlesen» einklappen

Autoren

Klassifikation

DFG Fachgebiet:
Sprachwissenschaften

DDC Sachgruppe:
Sprachwissenschaft, Linguistik