Hostname: page-component-cd9895bd7-dzt6s Total loading time: 0 Render date: 2024-12-22T23:15:11.468Z Has data issue: false hasContentIssue false
  • English
  • Français

Children reading and writing: Structures and strategies. Judith A. Langer. Norwood, NJ: Ablex, 1986. Pp. viii + 193.

Published online by Cambridge University Press:  28 November 2008

Allyssa McCabe
Allyssa McCabe
Affiliation:
Department of PsychologyTufts University
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Book Reviews
Information
Applied Psycholinguistics , Volume 8 , Issue 2 , June 1987 , pp. 204 - 207
Copyright
Copyright © Cambridge University Press 1987

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Hunt, K. W. (1965). Grammatical structures written at three grade levels. Urbana, IL: National Council of Teachers of English.Google Scholar
Labov, W. (1972). Language in the inner city: Studies in the black English vernacular. Philadelphia: University of Pennsylvania Press.Google Scholar
Meyer, B. J. F. (1975). The organization of prose and its effect on memory. Amsterdam: Elsevier-North Holland.Google Scholar
Meyer, B. J. F. (1980). Comprehension of stories and expository text. Poetics, 9, 203–211.CrossRefGoogle Scholar
Meyer, B. J. F. (1981). Prose analysis procedures, purposes, and problems. Unpublished manuscript, Department of Educational Psychology, Arizona State University, Tempe.Google Scholar
Peterson, C., & McCabe, A. (1983). Developmental psycholinguistics: Three ways of looking at a child's narrative.CrossRefGoogle Scholar