Abstract

This study is a phenomenological reading, or documentary account, of one child's early experiences as a writer. Through narrative, explication, and argument, I attempt to analyze Samantha's activity as a writer within a fuller portrayal of her as a person, by embedding her early literacy practices within the broader context of her expressive needs, social interactions and interests, and learning patterns in both formal and informal settings.

Journal
Written Communication
Published
1988-01-01
DOI
10.1177/0741088388005001004
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