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dc.contributor.authorKitson, Lisbethen_US
dc.contributor.editorK.Booker & D.Martensen_US
dc.date.accessioned2017-04-24T08:26:04Z
dc.date.available2017-04-24T08:26:04Z
dc.date.issued2011en_US
dc.date.modified2012-06-06T22:05:55Z
dc.identifier.issn13205692en_US
dc.identifier.doihttp://www.alea.edu.au/documents/item/108en_US
dc.identifier.urihttp://hdl.handle.net/10072/42321
dc.description.abstractThis article considers the continuities and/or discontinuities for literacy development experienced by students as they make their transition from the early foundational years of primary school into the "first" stage of the middle phase of learning within a multiliterate environment. Year 4 can be a critical period in reading development with the surfacing of some difficulties in reading comprehension for some students. This phenomenon has been termed the "fourth grade slump". New digital technologies and multimodal texts are viewed as panacea for improving literacy instruction and ameliorating the fourth-grade slump. Data from the case study of one year four teacher, Janelle (psuedonymn) is reported. It explores how she grappled with the implementation of an Interactive Whiteboard and a variety of multimodal resources. Findings suggest that the affordances and constraints of multimodal texts and how teachers use them can offer both continuities and discontinuities for literacy development.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent119029 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherAustralian Literacy Educators' Associationen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://www.alea.edu.au/resources/ll-archive/ll-archive-2011en_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom9en_US
dc.relation.ispartofpageto17en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalLiteracy Learning: the Middle Yearsen_US
dc.relation.ispartofvolume19en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchCurriculum and Pedagogy Theory and Developmenten_US
dc.subject.fieldofresearchcode130202en_US
dc.titleTween here and there, transitioning from the early years to the middle years: exploring continuities and discontinuities in a multiliterate environmenten_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2011 Australian Literacy Educators' Association. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_US
gro.date.issued2011
gro.hasfulltextFull Text


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