This article is a synthesis of early literacy research organized according to
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methodological stances that interpretive researchers take as they design and carry
out early literacy studies. This synthesis is particularly timely now – as
children and teachers in classrooms around the world struggle to maintain control
over literacy learning and teaching within narrow governmental agendas and mandates.
Given current governmental agendas (i.e. No Child Left Behind in the USA, the
National Literacy Strategy in the UK, among many), it is critical to remember that
we share a robust theory, a transactional view of early literacy development that
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