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Talking Texts: How Speech and Writing Interact in School Learning


reviewed by Susan Rich Sheridan - November 20, 2008

coverTitle: Talking Texts: How Speech and Writing Interact in School Learning
Author(s): Rosalind Horowitz (Ed.)
Publisher: Lawrence Erlbaum Associates, Inc., Mahwah, NJ
ISBN: 0805853057, Pages: 520, Year: 2007
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Rosalind Horowitz, professor of educational psychology at the University of Texas, San Antonio, has gathered a varied and impressive group of essays written by scholars worldwide, to explore a range of possibilities for the interaction of speech and writing which align with “their (meaning students’) ways of making sense” (p. 460) in the classroom. In her introduction to Talking Texts, Dr. Horowitz observes, “Speech…remains one of the most neglected and under funded subjects in American educational research” (p. xiv). Horowitz’ pedagogical goal is “harmonious cooperation” (p. xiv) between students’ skills and classroom endeavors, including how the teacher teaches. In a constructivist classroom, learning is mentored, not imposed by the teacher, and, for Horowitz, learning emerges, in part, from social aspects of conversation. Horowitz wants to discover and encourage how --- as part of this constructivist process --- student-generated “talk and text are created and evolve to influence the development of... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: November 20, 2008
https://www.tcrecord.org ID Number: 15444, Date Accessed: 10/19/2019 6:43:59 AM

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About the Author
  • Susan Sheridan

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    SUSAN RICH SHERIDAN, Ed.D is a former middle, high school and college teacher of English, Science, Art History, Studio Arts, and she is also workshop provider on Drawing/Writing and Neuroconstructivism.
 
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