Inquiry into Meaning: An Investigation of Learning to Read

Originally published in 1985, this volume reports a longitudinal study of young children learning to read. The study was forward-looking because teachers served as co-investigators and because its capitalized upon evidence in the “everyday” events of the classroom. Findings concerning stylistic differences in children’s early reading remain a major contribution. This revised edition retains the breadth of the original while placing the work within subsequent developments in reading research. In-depth child studies illuminate the theoretical sections. The book research evidence of stylistic differences among beginning readers; a model of research on reading that is based on evidence from the classroom; and demonstrates connections between the ways that children learn to read and ways that they approach other complex tasks, such as painting, block building and talking.