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Preface Acknowledgments Introduction Luis C. Moll Part I. Historical and Theoretical Issues: 1. Vygotsky: the man and his cause Guillermo Blanck 2. The historical context of Vygotsky's work: a sociohistorical approach Alberto Rosa and Ignacio Montero 3. Congitive development and formal schooling: the evidence from cross-cultural research Michael Cole 4. The voice of rationality in a sociocultural approach to mind James V. Wertsch 5. The social origins of self-regulation Rafael M. Diaz, Cynthia J. Neal and Marina Amaya-Williams 6. Vygotsky, the zone of proximal development, and peer collaboration: implications for classroom practice Jonathan Tudge Part II. Educational Implications: 7. Teaching mind in society: teaching, schooling, and literate discourse Ronald Gallimore and Roland Tharp 8. A ygotskian interpretation of Reading recovery Marie M. Clay and Courtney B. Cazden 9. Vygotsky in a whole-language perspective Yetta M. Goodman and Kenneth S. Goodman 10. The development of scientific concepts and discourse Carolyn P. Panofsky, Vera John-Steiner and Peggy J. Blackwell Part III. Instructional Applications: 11. Changes in a teacher's views of interactive comprehension instruction Kathryn H. Au 12. Learning to read and write in an inner-city setting: a longitudinal study of community change Gillian Dowley McNamee 13. Writing as a cosial process Joan B. McLane 14. Creating zones of possibilities: combining social contexts for instruction Luis C. Moll and James B. Greenberg 15. The zone of proximal development as basis for instruction Mariane Hedgegaard 16. Detecting and defining science problems: a study of video-mediated lessons Laura M. W. Martin 17. Assisted performance in writing instruction with learning-disabled students Robert Rueda Name index Subject index.
Mathews et al. (Fri,) studied this question.