This article examines the writing of three Grade 3 students and discusses how these girls drew upon their symbolic tools, specifically those developed as a result of their experiences with particular kinds of texts. The students were participants in a multifaceted study that explored Grades 3 and 4 students' understandings of and responses to picturebooks with interactive devices. The research also examined how the children used their knowledge of the interactive devices to create their own print texts. The discussion of the three students' writing is framed by a sociocultural theory of writing, focusing specifically on the connections between the reading and the writing completed by the children. However, an ecological perspective on their writing also requires a discussion of the classroom context to understand the children's compositions.
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