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Children's gendered ways of talking about learning to write
2012
Journal of Writing Research
This study attempts to integrate a gender perspective in the research of children's conceptions about learning to write. We analyzed the individual interviews of 160 schoolchildren -equally distributed between boys and girls -in the eight grades from kindergarten to seventh grade in elementary school in Argentina, in order to explore gender-related patterns in their conceptions of learning to write. The lexicometric method was applied to the transcriptions of children's responses. Subsequent
doi:10.17239/jowr-2012.03.03.3
fatcat:vln34khydvgibewiz2l7ixdhxq