ERIC Number: ED214174
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
Toward a Meaningful Model of Written Language Development.
There appear to be two basic theories about the relationship of written language to oral language and the relationship of writing to reading. The first theory views written language as a derivative of oral language and as an alternate but parallel form of oral language. The pedagogical implications of this model suggest that the problems of comprehension and composition are essentially the same for the reader and writer as for the listener and speaker. The second theory views written language as qualitatively different from oral language, differing both in its origins and in its purposes. According to this theory, writing, while initially dependent upon oral language while children learn to decode and encode written language, becomes increasingly less dependent on oral language and more influenced by written language itself. The theory seems to suggest that students' writing may gradually become more like the language they read, with continuous experience and instruction in reading and writing this language. The fact that poor writing is often poor precisely because it reflects the patterns, structures, and lexicon of poor oral language would suggest that composition instruction based on the first theory that views academic writing as a derivative of oral language is ill-advised. (HOD)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Reading Writing Relationship
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (33rd, San Francisco, CA, March 18-20, 1982).