ABSTRACT
The work reported here is part of an effort to understand literacy acquisition through peer interaction in educational contexts. Our interest lies in children's verbal interaction in constructive social situations in which children compose a story and dictate it to a scribe (Bereiter &; Scardamalia, 1982). This method provides a way to study children's capacity to use a written form of discourse when they do not yet write autonomously. We designed an educational intervention focused on this aspect of the literacy acquisition process with a group of 5-year-old children (Zucchermaglio, 1991).
