The transition from oral language to early literacy is associated in part with
the development Of REFLECTIVE language: language for planning, monitor
ing and evaluating experiences. Reflective language is often coded through
the use of propositions incorporating cognitive verbs such as think, know,
remember, and understand - verbs which occur frequently in all teacher
talk, especially teachers' questions. Observations of young children
beginning school revealed that many did not either understand or use
cognitive verbs. Strategies used in Year 1 classrooms to help children
understand and use cognitive verbs in appropriate contexts are described
and briefly evaluated.
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