Young children's written response to text

Although elementary teachers are encouraged to use reader response strategies in their work with children, many questions remain about the nature of young children’s response. This study is part of a year-long naturalistic exploration of second and third grade students’ written responses to text. Entries from children’s reading logs constituted the primary data source for this study. Analysis focused on two different assignments or writing tasks: “Write what you remember” and ‘Write what you think or feel.” The children responded to four different types of texts (two per task). Task and text differences were found in children’s personal statements, the nature of those personal statements, and the relationship between children’s written statements and information from the text.

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