Abstract

Explores children’s working knowledge of narrative, scientific, and poetic genres. Finds that children had significantly more experience with narrative genres than either scientific or poetic genres; and possessed more knowledge of text structure than micro-level features such as cohesion markers. Contributes to theorizing genre learning as a complex, contingent, and emergent process of differentiation and integration.

Journal
Research in the Teaching of English
Published
1999-05-01
DOI
10.58680/rte19991678
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