ERIC Number: ED226322
Record Type: RIE
Publication Date: 1982-Oct
Reference Count: 0
Have We Taught Them to Read at the Expense of Teaching Them to Write?
Because students in remedial classes often become better readers without becoming better writers, a year-long experimental "change of focus" in a Title I remedial program attempted to close this gap by placing a greater emphasis on overcoming writing skill deficits than on overcoming reading skill deficits. To address teacher concerns while simultaneously stimulating student interest, a five-part letter in a private diary format and a six-step formula for answering questions in complete sentence form were used as the basis for instruction. The six steps involved the following: (1) reading the question, (2) crossing out the question word, (3) finding a good "starting word," (4) underlining some of the words from the question that could be used in the answer, (5) changing personal pronouns and other words that did not make sense, and (6) writing out the answer. These "no fail" strategies not only started the students writing, they provided a structure that kept them writing. Bad misspellings were unacceptable, but "good" misspellings were rewarded. Once students could construct clear, concise, literate topic sentences, the daily writing requirement was increased to include one development sentence built on the same pattern as the topic sentence. Three sentence paragraphs were reached by midyear. Carefully paired sentences designed to elicit comparison-contrast compositions were then used to stimulate "real," quality compositions. (JL)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Reading Writing Relationship
Note: Paper presented at the Annual Meeting of the Keystone State Reading Association (15th, White Haven, PA, October 13-15, 1982).