National Center for the Study of Writing and Literacy Occasional Paper
OP 32. From Prop to Mediator: The Changing Role of Written Language in Children's Symbolic Repertoir
By Anne Haas Dyson
Summary: Using illustrations from an ongoing study of literacy development among African-American children in an urban school, Dyson examines how children's use of written language changes during the early childhood years. She argues that there is no linear progression in written language development; rather, written language emerges most strongly when it is embedded within a child's total symbolic repertoires, including drawing, playing, singing, dancing, and storytelling. Further, she cautions against the uncritical use of writing process pedagogy with young children. September, 1992; 22 pages.
OP 32. From Prop to Mediator: The Changing Role of Written Language in Children's Symbolic Repertoires