Despite a seemingly fragmented interactional context, teachers and students in classrooms routinely manage to co-construct coherent, inter-related, and individually adapted learning trajectories distributed over days and weeks. The aim of this article is to explore with what interactional resources progressivity is accomplished in learning…

The findings indicated that there were no significant differences between good and poor readers in the nature of information recalled or in their use of perceptual connectives. The type of passage, however, did have a significant effect on the number of perceptual connectives given in the recalls. (Author/NQA)

Concludes that children could attend to texts selectively when reading or listening to expository prose, and when reading, but not in listening to narrative prose. (FL)

The procedures used to develop a list of concepts taught in fourth-grade language arts are described. Thirty concepts from the list were randomly sampled and then analyzed. Analysis consisted of listing examples and non-examples, relevant and irrelevant attributes, subordinates and supraordinates, and a definition and principle for each concept.…

A coding scheme developed by M. A. K. Halliday and R. Hasan was used in a study that investigated how students in grades 4, 6, and 8 developed meaning within narrative texts. Students, after being presented with a visual stimulus, were asked to describe what was happening and say what happened before and after the picture. Next, an oral assignment…