Abstract
In this article, we—a former high school language arts instructor and former K-3 gifted resource teacher—reflect on critical experiences with students that, although unique in scope, are bound together through a common concern: How can teachers provide meaningful writing experiences for talented young writers? We advocate for the use of high-end learning theory in developing the talent of young writers, especially as related to the provision of authentic, real-world writing experiences.
Subject
Developmental and Educational Psychology,Education
Cited by
4 articles.
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1. Leveraging Literacy Instruction to Support Learners Who Have Experienced Compounded Trauma;Advances in Early Childhood and K-12 Education;2023-01-06
2. Second Graders' Perceptions on Writing Identity;Handbook of Research on Writing Instruction Practices for Equitable and Effective Teaching;2022-05-27
3. How can Booktok on TikTok inform readers' advisory services for young people?;Library & Information Science Research;2021-04
4. Passing the Pen: A Gradual Release Model of the Recursive Writing Process;The Gradual Release of Responsibility in Literacy Research and Practice;2019-08-26