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Emergent literacy
We applied our early theoretical and methodological techniques
in the study of cognitive development to focus on testing a theory
of the processes in the emergence of literacy skills, specifically
in written expression. We posit the necessity for novice writers
to acquire the capacity to anticipate what a reader must know
in order to understand a text and for effective writers to provide
requisite background information. We see this metacommunicative
awareness as critical to the “recontextualization”
process implicated in efficacious writing. This research, supported
by SSHRC, was conducted in collaboration with colleagues and students
at the University of New Brunswick.
- Lee, K., Karmiloff-Smith, A., Cameron, C.A., & Dodsworth,
P. (1998). Notational adaptation in children. Canadian
Journal of Behavioural Science. 30,159-171.
- Cameron, C.A., Edmunds, G., Wigmore, B., Hunt, A.K., &
Linton, M.J. (1997). Children’s revision of textual flaws.
International Journal of Behavioral Development,
20, 667-680.
- Cameron, C.A., Hunt, A.K., & Linton, M.J. (1996). Written
expression as recontextualization: Children write in social
time. Educational Psychology Review,
8, 125-150.
- Cameron, C.A. (1996). Making a place for social cognitive
processes in writing development. Issues
in Education, 1,171-176.
- Cameron, C.A., & Moshenko, B. (1996).Knowledge transformation
in children’s narrative writing. Canadian
Journal of Behavioural Science, 28,
271-280.
- Cameron, C.A., Lee, K., Webster, S., Munro, K., Hunt, A.K.,
& Linton, M.J. (1995). Text cohesion in children’s
narrative writing. Applied Psycholinguistics,
16, 257-269.
- Cameron, C.A., Hunt, A.K., & Linton, M.J. (1988). Medium
effects on children’s story rewriting and story retelling.
First Language,
8, 3-18.
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