ERIC Number: ED219955
Record Type: RIE
Publication Date: 1981
Reference Count: 0
Process and Pedagogy in Writing: Neurolinguistic Considerations. Working Draft.
Gannett, Cinthia; Diller, Karl
The relation between reading and writing is important because tacit and possibly unwarranted assumptions underlie the theories and pedagogies which govern these processes. These assumptions are challenged by the claims that: (1) reading and writing are related in neurolinguistically specifiable ways; (2) they do not seem to be simple inverses of each other; and (3) they do not seem clearly hierarchically dependent on one another. Some evidence for the claims is seen in the fact that reading and writing are not always equally impaired after damage to the left or dominant hemisphere. Also, people are considered good readers if they can read and understand sentences they have not seen before, even if it is impossible for them to write such sentences. The syndrome called alexia without agraphia is taken to indicate that reading and writing as neuropsychological processes are partially separated. Pedagogy, while admittedly different from pathology, can learn from the neurolinguistic evidence. This evidence seems to challenge the assumption that reading instruction must precede writing. Approaches in first and foreign language instruction are cited as evidence that writing can be taught first as a road to reading. Although closely related processes, the decoding and encoding involved are not symmetrical. Neurolinguistic evidence does not support the assumption that reading depends on the prior acquisition of writing. (AMH)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the meeting of the American Association of Applied Linguistics (New York, NY 1981).