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The Practice Page as a Mediational Tool for Interactive Writing Instruction
Author(s) -
Williams Cheri,
Sherry Tammie,
Robinson Nicole,
Hungler Diane
Publication year - 2012
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.01051
Subject(s) - psychology , perspective (graphical) , action research , mathematics education , literacy , pedagogy , context (archaeology) , action (physics) , instructional design , teaching method , computer science , paleontology , physics , artificial intelligence , biology , quantum mechanics
This paper examines, from the perspective of mediated action (Wertsch, 1991, 1998), the ways in which an experienced, primary‐grade teacher used and continually modified an instructional too—“the practice page”—to mediate specific aspects of interactive writing, an approach to beginning writing instruction. The authors provide a detailed, theoretical account of the teacher's use of this instructional tool and argue that it provided a context for the kinds of explicit instruction and authentic activity that research demonstrates is essential to young children's literacy learning.