Read Writ (2011) 24:117–119 DOI 10.1007/s11145-010-9268-5 • • Brett Miller Victoria Molfese Virginia Berninger Published online: 10 November 2010 Springer Science+Business Media B.V. 2010 This special issue is an outgrowth of two symposia on writing at international meetings in 2008. Miller, Molfese, Hooper, Wagner, and Berninger presented at the biennial meeting, Society for Research on Child Development, in Denver, CO in a symposium titled ‘‘Writing development from early to middle childhood: New interdisciplinary ﬁndings and models’’. Research presented at this symposium illustrated the kinds of writing development projects that are funded by federal agencies in the United States (e.g., the National Institutes of Health, US Department of Health and Human Services, and the Institute of Education Sciences, US Department of Education). Collectively, the symposium papers drew on multiple methods and conceptual models to study the writing acquisition process from a developmental perspective. At the Santa Barbara, CA Conference on Writing Research, Writing Research across Borders, in which writing researchers from 43 countries participated, Beers, Nagy, and Berninger presented papers in an Invited Symposium on ‘‘Levels of Language in Assessment and Instruction: Lessons from Longitudinal Studies Grades 1 to 7.’’ Their studies in that symposium and this special issue call
Reading and Writing – Springer Journals
Published: Nov 10, 2010
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